The Grammar Translation Method originated from teaching Latin and focuses on grammatical rules, vocabulary memorization, reading and writing skills. Developed in the 1500s by Karl Julius Ploetz, it is a teacher-centered approach where accuracy is emphasized and students play a passive role by receiving and memorizing information. While it ensures mastery of grammar and translation skills, it provides little opportunity for speaking practice or learner interaction.

2. History
Originated from the practice of teaching
Latin.
Originally used to teach Latin
In the early 1500s, Latin was the most
widely-studied foreign language

3. Used for helping students read
and appreciate foreing language
literature.
Develop by Karl Julius Ploetz

4. Karl Julius Ploetz
 German author
 Born in Berlin
 Developed GTM
 His technics valid
until 20th century

5. Introduction
One of traditional methods
Classical Method or Prussian Method
Teacher is active
Focuses on grammatical
rules, memorization
of vocabulary

6. Goals
Developing students’ reading ability.
Developing students’ general mental
dicipline

7. Characteristics
Lessons start with a reading, then
grammar rule is defined
Reading and writing are major focus
No listening or speaking practice
Little attention to pronunciation

8. Vocabulary selection is based on the
reading texts, and words are taught
through memorization
The meaning of words is given in NL

9. Principles
Readings are translated directly,
discussed in the NL
Accuracy(grammatical correctness) is
emphasized
 Little attention to pronunciation

10. Teacher-centered classes
Translating L2-L1 or L1-L2 is important
Students should be conscious of
grammatical rules of L2

11. Syllabus
Structural syllabus
Order of the structures starts from the
easiest.

12. Teacher’s role
Teacher is active
Starts activities and direct students
Corrects errors strictly

13. Students’ role
Students are passive receivers
Supposed to memorise the rules and
vocabularies

14. Interaction
Teacher-student interactions
Rarely student-student interactions

15. Techniques
 Translation of a Literary Passage
 Reading Comprehension Questions
 Antonyms/Synonyms
 Deductive Application of Rule
 Fill in the blanks
 Memorization
 Use Words in Sentences
 Composition

16. Advantages
An effective way for application of
grammar and sentence structure
Least stressful for students as they use L1
Useful for reading, writing and translation
Allows to use NL
Easily applied by teachers

17. Disadvantages
Little interaction between students
Speech is neglected as it lays on reading
and writing.
It doesn’t give pattern practice.
Less learners’ motivation.
Create frustration

18. Bibliography
 Techniques and Principles in Language Teaching –
Diane Larsen – Freeman
 Yabancı Dil Öğretimi – Özcan Demirel 4.Baskı
 www.teachingenglish.org.uk
 www.teachingenglish.org.uk
 www.nthuleen.com
 www.dilforum.com

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