This document consist upon Grammar-Translation & Direct Methods to language teaching.

1. GRAMMAR-TRANSLATION & DIRECT METHODS
Waheeda Bushra
M. Ed. 3rd
Semester
Department of educational Studies
Jamia Millia Islamia

2. INTRODUCTION:
Language teaching has a long, fascinating but rather tortuous history, in which a
debate on teaching methods has evolved particularly over the last hundred years.
The names of many of the methods (Grammar-translation Method, Direct Method,
Audio-lingual Method, Communicative Teaching Method, etc) are familiar
enough, yet the methods are not easy to grasp in practice because a method,
however ill-defined it may be, is more than a single strategy or a particular
technique. As a part of language teaching theories, these methods derived partly
from social, economic, political, or educational circumstances, partly from
theoretical consideration (new changes in language theories and in new
psychological perspective on language learning), partly from practical experience,
intuition, and inventiveness. Therefore, to some degree, they represent a
combination of language teaching beliefs, but it is evident that they are
characterized by the over-emphasis on single aspects as the central issue of
language teaching and learning. Here I am discussing two methods; a grammar-
translation method and direct method.
What is Teaching?
Teaching is considered as ‘deliberate actions undertaken with the intention of
facilitating learning. It is the process of attending to people’s needs, experiences
and feelings, and intervening so that they learn particular things, and go beyond the
given.’
Teaching can be defined as ‘the concerted sharing of knowledge and experience,
which is usually organized within a discipline and more generally, the provision of

3. stimulus to the psychological and intellectual growth of a person by another person
or artifact.’
What is Method?
According to Collins Dictionary “A method is a particular way of doing
something.”
Edward Anthony (1963) defined method as “an overall plan for systematic
presentation of language based upon a selected approach.”
According to Richards and Rodgers (1982), a method is “an umbrella term for
the specification and interrelation of theory and practice”
Method is a generalized set of classroom specifications for accomplishing
linguistic objectives. Methods tend to be concerned primarily with teacher and
student roles and behaviors and secondarily with such features as linguistic and
subject-matter objectives, sequencing and materials. They are almost always
thought of as being broadly applicable to a variety of audiences in a variety of
contexts.
What is Teaching Method?
The term ‘teaching method’ refers to the general principles, pedagogy and
management strategies used for classroom instruction.
There are several teaching methods depending upon what information or skill the
teacher is trying to convey. Two major methods of language teaching are as
follows:
 Grammar Translation Method

4.  Direct Method
THE GRAMMAR TRANSLATION METHOD:
Grammar-Translation Method, emphasizes the teaching of the second language
grammar, its principle techniques is translation from and into the target language.
In practice, reading and writing are the major focus; little or no systematic
attention is paid to speaking or listening. The student’s native language is
maintained as the reference system in the acquisition of the second language.
Language learners are passive in language learning and teachers are regarded as an
authority, i.e. it is a teacher-centered model.
In this method, grammar rules are learned deductively; students learn
grammar rules by rote memorization, and then practice the rules by doing grammar
drills and translating sentences to and from the target language. More attention is
paid to the form of the sentences being translated than to their content. When
students reach more advanced levels of achievement, they may translate entire
texts from the target language. Tests often consist of the translation of classical
texts. There is not usually any listening or speaking practice, and very little
attention is placed on pronunciation or any communicative aspects of the language.
The skill exercised is reading, and then only in the context of translation.
This method has two main goals: to enable students to read and translate
literature written in the source language, and to further students' general
intellectual development.
Origin:
Centuries back in the Western World, “foreign” language learning in schools was
synonymous with the learning of Latin or Greek. Latin was taught by means of
what has been called the Classical Method: focus on the grammatical rules,

5. memorization of vocabulary and of various declensions and conjugations,
translations of texts, doing written exercises.
As other languages began to be taught in educational institutions in the 18th
and 19th centuries, the classical method was adopted as the chief means for
teaching foreign languages.
The original purpose was threefold:
1. It would help students read and appreciate foreign language literature.
2. Hopefully, students would become more familiar with grammar of their
native language through study of grammar in an L2.
3. The mental exercise of studying foreign language would be beneficial, even
if they never used the language.
In 19th century the Classical Method came to be known as the Grammar
Translation Method.
Basic Principles:
The Grammar Translation Method is based on three principles.
1. With the help of translation words and phrases of the target language are
explained well.
2. The phraseology of the target language is assimilated well in the process of
explanation.
3. The structures of the target language are best learnt in the process of
comparison and contrast.
Characteristics:
Prator and Celce-Murcia (1979) listed the major characteristics of Grammar
Translation:
1. Classes are taught in the mother tongue, with little active use of the target
language.

6. 2. Much vocabulary is taught in the form of lists of isolated words.
3. Long, elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together and instruction often
focuses on the form and infection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as exercises
in grammatical analysis.
7. Often the only drills are exercises in translating disconnected sentences from
the target language into the mother tongue.
8. Little or no attention is given to pronunciation.
Techniques:
1. Translation of a literary passage
2. Reading comprehension questions
3. Antonyms and synonyms
4. Identifying cognates
5. Deductive application of rules
6. Fill-in-the-blanks
7. Memorization
8. Use words in sentences
9. Writing compositions
Advantages:
1. It is easy for teachers to use because all the activities are carried out with the
help of mother tongue.
2. It does not require teachers to speak good English.
3. Only uses the textbook.

7. 4. Students learn the new language without contact with native speakers.
5. It enriches the learner’s vocabulary.
6. Language is taught in a systematic manner.
Disadvantages:
1. A multilingual class would not be successful with this method, since most of
the teaching takes place in the native language.
2. It neglects oral practice.
3. It has extensive memorization.
4. The students become use to of thinking in their native language first instead
of the target language.
5. It becomes much difficult to translate each and every word to target
language and vice-versa.
6. It makes students passive learners as they are not motivated to speak, most
of the time the teacher be the active person in the class.
THE DIRECT METHOD:
The Direct Method of teaching, which is sometimes called the Natural Method,
was established in Germany and France around 1900. This method came into
practice as a solution for the problems confronted by the teachers who used the
Grammar-Translation Method in their classrooms. The advocates of this method
believed that a language was best learnt when the learner was exposed to that
language environment. Just as the children learnt their mother tongue by listening
to it and speaking it, they could learn any language if they were provided with
opportunities to listen to that language and speak that language.
In contrast to the Grammar-Translation Method, the Direct Method employs
objects and actions to link with words in the Target Language. When these could

8. not be made use of, teachers resort to miming, gestures, sketches etc. but never
give mother tongue equivalents to make the process easy. The learners have the
opportunity to listen to complete meaningful dialogues in the correct accent and
pronunciation. Grammar is never taught inductively as in the Grammar-Translation
Method, but is expected to be learnt deductively.
One of the greatest disadvantages of the Grammar-Translation Method was
that it allowed translation of thoughts from the mother tongue to the Target
Language. In the Direct Method, this problem is seen to and is solved. As the
mother tongue equivalents are not administered to the learners, they are habituated
to link directly the words in the Foreign Language to the corresponding object,
action or idea. Thus, they think in the Target Language and articulate their
expressions in the Target Language itself.
The classrooms, in which the Direct Method is applied, are always activity-
oriented and so a lively classroom atmosphere is created. Classes are usually
developed around a picture, which depicts a situation of life in the country where
the language is spoken. Conversations between the teachers and the learners
develop in the Target Language. Thus the classroom is always filled with the
speech sounds of the Foreign Language.
This method has three main aims:
1. To build a direct way into the world of the target language making a relation
between experience and language, word and idea, thought and expression
rule and performance.
2. It intends for students to learn how to communicate in the target language.
3. It is based on the assumption that the learner should experience the new
language in the same way as he/she experienced his/her mother tongue
without considering the existence of his/her mother tongue.

9. Basic Principles:
1. Classroom instructions are conducted exclusively in the target language.
2. Only everyday vocabulary and sentences are taught during the initial phase;
grammar, reading and writing are introduced in intermediate phase.
3. Oral communication skills are built up in a carefully graded progression
organized around question-and-answer exchanges between teachers and
students in small, intensive classes.
4. New teaching points are introduced orally.
5. Concrete vocabulary is taught through demonstration, objects, and pictures;
abstract vocabulary is taught by association of ideas.
6. Both speech and listening comprehensions are taught.
7. Correct pronunciation and grammar are emphasized.
8. Student should be speaking approximately 80% of the time during the
lesson.
Characteristics:
Richards and Rodgers (1986) summarized the principles of the Direct Method:
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully traded progression
organized around question-and-answer exchanges between teachers and
students in small, intensive classes.
4. Grammar was taught inductively.
5. New teaching points were taught through modeling and practice.
6. Concrete vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.

10. Techniques:
1. Question-answer exercise; the teacher asks questions of any type and the
student answers.
2. Dictation; the teacher chooses a grade-appropriate passage and reads it
aloud.
3. Reading aloud; the students take turn reading sections of a passage, play or a
dialogue aloud.
4. Student self-correction; when a student makes a mistake the teacher offers
him/her a second chance by giving a choice.
5. Conversation practice – the students are given an opportunity to ask their
own questions to the other students or to the teacher. This enables both a
teacher-learner interaction as well as a learner-learner interaction.
6. Paragraph writing; the students are asked to write a passage in their own
word.
Advantages:
1. Facilitates understanding of language.
2. Develops listening, speaking, reading and writing.
3. Full of activities, which make it interesting and exciting.
4. Improves the development of language sense.
5. Improves fluency of speech.
6. Helps in bringing words from passive vocabulary into active vocabulary.
7. Facilitates alertness and participation of students.
8. Emphasizes the target language by helping the pupil express their thoughts
and feelings directly in target language without using their mother tongue.

11. Disadvantages:
1. Ignores systematic written work and reading activities.
2. May not hold well in higher-level classes where the translation method is
more suitable.
3. Supports only limited vocabulary.
4. Ignores reading and writing aspects of language learning.
5. Inconvenient in a huge class.
6. Time-consuming in creating real life situations.
7. Needs skilled teachers.
8. Less suitable for slow learners.
COMPARISION:
Grammar-Translation Method Direct Method
1. Maintains close association
between the second language and
the mother tongue.
1. Avoids close association between
the second language and the
mother tongue.
2. Lays emphasis on translation. 2. Lays emphasis on speech.
3. Follows the adult’s natural way
of learning a language.
3. Follows the child’s natural way
of learning a language.
4. Teaches the language by rules. 4. Teaches the language by use.
5. Teaches formal grammar from
the very beginning.
5. Does not favor the teaching of
formal grammar at the early
stage.

12. REFERENCES:
1. H. Douglas Brown (2001), Teaching by Principles: An Interactive Approach
to Language Pedagogy, Second Edition
2. Arshad Ikram Ahmad, Intekhab Alam, Rachna Trivedi, Md. Abdul Naseeb
Khan, PEDAGOGY OF ENGLISH, Hridaykanti Welfare Association,
SCERT, Bihar, UNICEF
3. LIU Qing-xue, SHI Jin-fang(2007), An Analysis of Language Teaching
Approaches and Methods- Effectiveness and Weakness, US-China
Education ReviewJan., Volume 4
4. http://shodhganga.inflibnet.ac.in/bitstream/10603/13029/11/11_chapter%20
3.pdf
5. https://teach.com/what/teachers-know/teaching-methods/
6. https://en.wikipedia.org/wiki/Teaching_method
7. https://en.wikipedia.org/wiki/Direct_method_(education)
8. https://en.wikipedia.org/wiki/Grammar%E2%80%93translation_method
9. https://www.collinsdictionary.com/dictionary/english/method
10.http://infed.org/mobi/what-is-teaching/
11.https://www.slideshare.net/isabelmedina35175633/teaching-methods-
41188286?from_m_app=android
12.https://www.slideshare.net/annetitong/the-grammar-translation-method-
23123297?from_m_app=android
13.https://www.slideshare.net/maviscinal/direct-method-
5550563?from_m_app=android