Grammar translation method


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Different ideas taken from other slides and the book called Make it happen from Interactive to Participatory Language Teaching.

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Grammar translation method

  1. 1. Cecilia Maller A. Teaching English for Secondary Education
  2. 2.  The grammar- translation method of foreign language teaching is one of the most traditional methods.  Also known as the “Prussian Method”, widely used in Europe and America (19th to mid 20th c)  It was originally used to teach ‘dead’ languages (and literatures) such as Latin and Greek, involving little or no spoken communication or listening comprehension.
  3. 3. To read and translate literary masterpieces and classics. By teaching rules and applications
  4. 4.  Lessons start with a reading , then the grammar ruled is illustrated. Directions and explanations given in L1.  Often several examples of unrelated sentences demonstrated how the rule worked.  New words presented + the meaning or definition in L1.
  5. 5.  These words were included in the reading. syntactically and semantically above learner´s level of proficiency.  Readings are translated directly into L1 and then discussed in the native language too.  Lessons grammatically sequenced, Ss expected to produce errorless translations from the beginning
  6. 6. Grammar only later applied in the production of sentences through translation from one language to the other. e.g: Do you have a big house? = …………………………. I don’t know where England is. = ………………….
  7. 7.  Students will be able to read literature written in the target language  Students will be able to translate from one language to another.  To help students to develop reading and writing skills.
  8. 8.  To help students read and appreciate foreign language literature.  Students can become more familiar with the grammar of their native language.  Helpful for mental exercise.
  10. 10.  Literary language is superior to spoken language. Literature and fine arts are very important.  Translating L1-L2 and L2- L1 is an important goal for learners.  Teacher- centered classes.  The ability to communicate with L2 is not among the goals of instruction.
  11. 11.  The primary skills to be improved are reading and writing.  Focus on accuracy (grammatical correctness) and not fluency.  Ss should be conscious of the grammatical rules of L2=target Lg. PRINCIPLES
  12. 12. 1. Translation of a literary passage › Students asked to : read a literary passage translate L2 to L1. Translation written or spoken. It was supposed they understood their meaning
  13. 13.  Reading comprehension questions › Students answer these questions in L2 › Answers to the questions may be:  Antonyms / synonyms › Students are asked to: -find antonyms in the reading passage or, -to define a set of words based on their understanding. inferred Related to experience Contained in the text
  14. 14.  Deductive application of rule. › It is important for students to learn about the forms(grammar rules) of the target language. › Grammar rules are presented with examples. › Students are asked to apply the rules on examples they are given.
  15. 15.  Fill in the blanks › T give students sentences with word missing. › Students should fill in the blanks with the new vocabulary or with a particular grammar type.  Memorization › Students are asked to memorize new words, grammatical rules, and verb conjugation.
  16. 16.  Use the words in sentences › Students are asked to make up sentences with the new words they learnt in the text › This technique can show whether students really understand the new words or not.  Composition › Students are asked to write a composition in L2. › The topic is based on some aspect of the reading passage.
  17. 17.  An effective way for application of grammar and sentence structure.  Least stressful for students as they use L1.
  18. 18.  Wrong idea of what language is.  Unnatural method. It starts with the teaching of reading not listening.  Speech is neglected as it lays emphasis on reading and writing.  It does not give pattern practice.  Less learners’ motivation  Create frustration on learners