1. Mahdie Hosseini
Comparison of the grammar
translation method& direct
method & audio lingual method

2. 22
• GTM: the students should be able to read
literature written in the target
language.
• DM: the students should learn how to
communicate in the target language.
• ALM: the student should be able to use the
target language communicatively .

3. role of the teacher & the
student
• GTM: the teacher is the authority in the
classroom.
the students do as she says so they
can learn what she knows.
• DM: the students and teachers are more
like partners in the teaching-learning
process.

4. role of the teacher & the
student
• ALM: the teacher direct and control the
language behavior of the students.
The students follow the teacher’s
direction and respond as accurately
and as rapidly as possible.

5. characteristic of teaching/
learning process
• GTM: -student are taught to translate from
one language into another.
-students study grammar
deductively.
-students memorize native language
equivalents for target language
vocabulary words.

6. CharaCteristiC of teaChing/
learning proCess
• DM: -students need to associate meaning
with the target language directly.
-Grammar is taught inductively.
-the syllabus used in direct method is based
upon situation or topic.
-student practice vocabulary by using
new words in complete sentences.

7. CharaCteristiC of teaChing/
learning proCess
• ALM:-New vocabulary and structural
patterns are presented through
dialogues.
-The dialogues are learned through
imitation and repetition.
-Grammar is induced from the
examples given
-cultural information is contextualized in
dialogues or presented by the teacher
-Student’s reading and written work
is based upon the oral work they
did earlier.

8. the nature of student-teaCher
interaCtion & student-student
interaCtion
• GTM: teacher to students.
little student initiation and little
student-student interaction.
• DM: teacher to student & student to teacher
students converse with one another.
• ALM: teacher and student
student to student : in chain drills: teacher-directed

9. the feeling of the student
• GTM,DM,ALM:
THRE IS NO PRINCIPLE OF THESE
METHODS THAT RELATED TO THIS
AREA

10. how is the language
viewed?
• GTM: literary language is considered.
• DM: language is primarily spoken not
written.
• ALM: everyday speech is emphasized and
comprises several different levels:
phonological, morphological,
syntactic.

11. How is culture viewed?
• GTM: culture is viewed as consisting of
literature and the fine arts.
• DM: they study the history, geography and
daily lives of the speakers of the
language.
• ALM: culture consists of the everyday
behavior and lifestyle of the target
language speakers.

12. wHat areas of language are
empHasized?
• GTM: vocabulary and grammar
• DM: vocabulary
• ALM: sound system and grammatical
pattern.

13. wHat language skills are
empHasized?
• GTM: reading and writing
• DM: reading, writing, speaking, listening
• ALM: listening, speaking, reading,
writing(natural order)

14. wHat is tHe role of tHe students’
native language?
• GTM: the students 'native language is
mostly used
• DM: the students’ native language should
not be used in the classroom.
• ALM: the target language is used in the
classroom.

15. How is evaluation
accomplisHed?
• GTM: written tests in which students are
asked to translate.
• DM: we did not actually see any formal
evaluation in the class we observed.
• ALM: the answer to this question is not
obvious.

16. How does tHe teacHer
respond to students errors?
• GTM: the teacher gives them correct
answer.
• DM: the teacher tries to get students to
self-correct.
• ALM: students errors are to be avoided if
at all possible.