The document discusses the grammar-translation method of language teaching, which was predominant from the 1840s to the 1940s and focuses on reading and writing rather than speaking and listening. It emphasizes detailed grammar analysis and translation, maintaining the native language as a reference for students learning a foreign language primarily for literary comprehension. The method involves structured activities that reinforce vocabulary and grammar, with the teacher acting as the authority in the classroom.

1. The Grammar – Translation
Method
By:
Dr. Khalid Al-Nafisah
Dr. Abdallah Ismail

2. A historical perspective
• It has been estimated that 60 percent
of the world population is multilingual.
Latin was the world’s most used
language, today, English.

3. • Latin was taught prescriptively.
(Explain in reference to prescriptive
grammar).

4. • As modern vernacular languages began to
replace Latin, they were taught using the same
basic procedures that were used for teaching
Latin. By the nineteenth century, this approach
based on the study of Latin had become the
standard way of studying foreign languages in
schools. A typical textbook in the mid-nineteenth
century consisted of chapters or lessons
organized around grammar points. Each
grammar point was listed, rules on its use were
explained, and it was illustrated by example
sentences. Thus, textbooks are codified into
frozen rules of morphology and syntax to be
explained, and eventually memorized.

5. Objectives
• The ultimate objective to be able to read, understand
and appreciate written target literature.
• Through the study of the grammar of the target
language, the students will be more familiar with the
grammar of their mother tongue. This familiarity will
help them speak and write their native language better.
• It was thought that foreign language learning would
help students grow intellectually. Language learning is
a mental exercise, learning a foreign language is a good
mental exercise for students. Learning of the target
language and the mother tongue empower students
mentally (it was recognized that students would
probably never use the target language, but the mental
exercise of learning it would be beneficial anyway.)

6. 1. The method dominated language teaching
from the 1840s to the 1940s (and is still being
used in some of today’s classrooms).
2. The goal of foreign language study is to learn a
language in order to read its literature or in
order to benefit from the mental discipline and
intellectual development that result from
foreign language study.
3. It approaches the language first through
detailed analysis of its grammar rules, followed
by application of this knowledge to the task of
translating sentences and texts into and out of
the target language.

7. 4. The first language is maintained as the
reference system in the acquisition of the
second language/ foreign language.
5. Reading and writing are the major focus; little
or no systematic attention is paid to speaking
and listening (oral language).
6. Vocabulary selection is based solely on the
reading texts used, and words are taught
through bilingual word lists, dictionary study,
and memorization (some aspects are still valid
in today’s teaching although the objective is
different).

8. 7. The grammar rules are presented and
illustrated, vocabulary items are presented with
their translation equivalents.
8. The sentence is the basic unit of teaching and
language practice. It is this emphasis on the
sentence that is a distinctive feature of the
method. Emphasis on the sentence rather than
on the text (as earlier approaches) was an
attempt to make language learning easier.
9. Accuracy is emphasized over fluency. This
was a prerequisite for passing the increasing
number of formal written examinations.

9. 10. Grammar is taught deductively. Presentation
and study of grammar rules followed by
examples and exercises. Grammar rules were
sequenced along the syllabus in an attempt to
teach grammar in an organized and systematic
way.
11. The students’ native language was the
medium of instruction. It was used to explain
new grammar and vocabulary items and to
enable comparisons to be made between the
students’ mother tongue and the target
language.

10. Procedures
(the experience)
Activity 1
Reading Comprehension
• The class begins with a reading passage from
the foreign language literature.
• Each student is called upon to read a few lines
from the passage, then they translate into their
mother tongue the few lines they have just read.
The teacher helps them with suitable
translations in case the lack the required
vocabulary.

11. • After finishing reading and translating the
passage, the teacher asks them in their
mother tongue if they have any
questions. Questions and answers are
communicated using the mother
tongue!!!!

12. • The teacher asks students to write down answers to
the comprehension questions at the end of the
passage. The questions are in English and answers
should be in English as well. (the written mode is dealt
with in English while the spoken mode = questions are
dealt with in the mother tongue. (see step 3 ).
Questions on the passage include three types of
questions. The first is " right here" or direct questions.
These are the simplest type whose answer is stated
directly in the passage. The second is the inference
questions whose answers are not explicitly stated in
the passage, students have to make inferences based
on their understanding of the passage. The third type
is the application questions that require students to
relate the passage to their own experiences.

13. • After answering the questions, the
teacher asks students one by one to
read the question and their answer to
that question. If the answer is not correct,
the teacher selects another student to
supply the correct answer, or the teacher
himself gives the "right answer".

14. Activity II: Vocabulary
• Students turn to a list of words taken from the passage,
and are asked to give the mother tongue equivalent for
each one of them. This is conducted as a whole class
activity. If no one knows the equivalent of a certain word,
the teacher provides it.
• Students are given another list of words from the
passage and are asked to provide the opposites of these
words (antonyms).
• The same procedure is repeated with words that look the
same in English and Arabic (cognates). Students are
asked to search the passage for examples of cognates
and to translate them into their mother tongue.

15. Activity III : Grammar
• The teacher reads a list of two-word verbs (phrasal
verbs). He begins with phrasal verbs that are familiar to
them, then moves to new phrasal verbs in the passage.
• students are asked to translate them into their mother
tongue.
• Then, they are given the rule of a direct object with two-
word verbs (separable vs. inseparable phrasal verbs).
• after reading over the rule and examples, students are
asked to tell which of the following two-word verbs are
separable and which inseparable= all these verbs are
taken from the passage.
• they are asked to fill in the blanks with one of these
phrasal verbs.

16. Activity V: Writing
• Students are asked to write a composition
in the target language applying the
information in the passage to some similar
topic.

17. Activity IV: Miscellaneous
• At the end of the chapter, there is a list of words that
appeared in the passage. The list is divided into two
parts: the first contains separate words and the second
includes idioms. These words and idioms are translated
into the students' mother tongue. Students are asked to
memorize them and to write sentence in English using
each word.
• Students are asked to write out the translation of the
reading passage into their mother tongue.
• State the grammatical rule and apply it to examples of
their own.
• Take a quiz on the grammar and the vocabulary of this
chapter.

18. Summary of the principles
of the Grammar – translation method
• The objective of the method is to be able to read and understand written target
language literature.
• The culture of the target language is confined to the literature and the fine arts
• Literary language is superior to spoken language.
• An important goal is for students to be able to translate each language into the other.(
Those are the successful language learners)
• The ability to communicate in the target language is not a goal of foreign language
instruction.
• Emphasis on reading and writing, rather than listening and speaking.
• Grammar and vocabulary are the basic language elements emphasized,
pronunciation is neglected. Form is emphasized over function.
• The teacher is the authority in the class. It is important that students get the correct
answer from the teacher (model).
• Learning is facilitated through attention to similarities between the target language
and the mother tongue.
• Deductive teaching of grammar.
• Language learning provides a good mental exercise.

19. Techniques
• Translation of literary passages.
• Reading comprehension questions
• Antonyms/ synonyms
• Cognates
• Deductive application of grammatical rules
• Fill in the blanks
• Memorization (of grammar and vocabulary)
• Use words in sentences
• Composition writing

20. Assignment
1. Prepare a detailed lesson plan according to
the Grammar – Translation Method be ready to
teach it to your fellow colleagues in the next
meeting. Use intermediate textbooks for
making your lesson plan.
2. Write down your critique of the method
indicating weaknesses and strengths and how
to maximize benefit from the method in our
schools.