This document outlines the key principles and techniques of the Grammar-Translation Method for teaching foreign languages. Some of the main characteristics include: - Classes are taught entirely in the student's native language. Grammar rules are explicitly taught and students practice translating texts between the target language and their native language. - Vocabulary is introduced through definitions and examples. Reading comprehension focuses on translating literary passages. Little attention is paid to practicing oral communication skills. - In contrast, the Direct Method emphasizes oral communication from the beginning. Grammar is induced rather than explicitly taught. Vocabulary is taught through visuals and examples, and pronunciation and question/answer patterns are central to building oral skills. - The Silent Way uses visual

1. Vanessa Céspedes
Didatics I
Universidad de Cordoba
2013

2. Some teachers who use the method
might also tell you that it is
the most effective way to
prepare
students for "global
communication" by beginning with
the key skills of reading and
grammar.

3. The basic approach is to analyze and
study the grammatical rules of the
language, usually in an order roughly
matching the traditional order of the
grammar of Latin, and then to
practice manipulating grammatical
structures through the means of
translation both into and from the
mother tongue.

4. 1. Classes are taught in the
mother tongue
2. Much vocabulary
3. . Long elaborate explanations
4. Grammar provides the rules
for putting words together
5. Reading difficult texts is too
early
6. Little attention is paid to the
content of texts
7. the only drills are exercises in
translating
8. no attention is given to
pronunciation

5. 1.Translation of a
Literary Passage
2.Reading Comprehension
Questions
3.Antonyms/Synonyms
4.Cognates
5.Deductive Application
of Rule
6.Fill-in-the-blanks
7.Memorization
8.Use Words in
Sentences
9.Composition

7. teaching concepts and vocabulary through
pantomiming, real-life objects and other
visual materials
teaching grammar by using
an inductive approach (i.e. having learners
find out rules through the presentation of
adequate linguistic forms in the target
language)
centrality of spoken language (including a
native-like pronunciation)
focus on question-answer patterns.

8. 1. Classroom instructions are conducted exclusively in the target language
2. Only everyday vocabulary
3. Oral communication skills are built up in a carefully graded progression
4. Grammar is taught inductively.
5. New teaching points are introduced orally
6. Concrete vocabulary is taught
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.
9. Student should be speaking approximately 80% of the time during the
lesson
10. Students are taught from inception to ask questions as well as answer
them

9. I. Introduction of new word, number, alphabet character,
sentence or concept (referred to as an Element) :
• S H O W
• S A Y
• T R Y
• M O L D
• R E P E A T
I I . Syntax, the correct location of new Element in
s e n t e n c e :
• S A Y & R E P E A T
• A S K & R E P L Y I N N E G A T I V E
• I N T E R R O G A T I V E S
• P R O N O U N S WI T H V E R B S
• U S E A N D Q U E S T I O N S

10. III. Progress, from new Element to new Element (w i t h i n
s a me l e s s o n ):
A. R a n d o m S e q u e n c i n g :
1. After new Element (X) is taught and learned, go to next Element (Y ).
2. After next Element (Y) is taught and learned, return to practice
with Element (X ).
3. After these two are alternated (X-Y; Y-X; Y-Y, etc), go to
3rd Element (Z ).
4. G o b a c k t o 1 a n d 2, m i x i n 3, p r a c t i c e
(X -Y -Z ; Z -Y -X ; Y -Y -Z , e t c .) a n d c o n t i n u e
b u i l d i n g u p t o a p p r o p r i a t e n u m b e r
o f E l e m e n t s (m a y b e a s m a n y a s 20 p e r
l e s s o n , d e p e n d i n g o n s t u d e n t , s e e
B .1), p r a c t i c i n g a l l p o s s i b l e
c o m b i n a t i o n s a n d r e p e a t i n g 5-20
t i m e s e a c h c o m b i n a t i o n .
B . S t u d e n t -L e d L i mi t s
C . R e v i e w
D . O b s e r v a t i o n a n d N o t a t i o n

11. I V . P r o g r e s s , f r o m L e s s o n t o
L e s s o n :
• L E S S O N R E V I E W The f i r s t f e w
m i n u t e s o f e a c h l e s s o n a r e t o
r e v i e w p r i o r l e s s o n (s ).
• G L O B A L R E V I E W Transition f r o m L e s s o n
R e v i e w t o a c o m p r e h e n s i v e
r e v i e w , w h i c h s h o u l d a l w a y s
i n c l u d e i t e m s f r o m t h e S p e c i a l
A t t e n t i o n L i s t .
V . A d v a n c e d c o n c e p t s
• I n t e r me d i a t e a n d A d v a n c e d
S t u d e n t s
• N o n -S t a n d a r d A l p h a b e t s
• C o u n t r y A c c e n t s

12. P r a t o r a n d C e l c e -M u r c i a 1979:3
D i a n e L a r s e n -F r e e m a n 1986:13
T e c h n i q u e s a n d P r i n c i p l e s i n
l a n g u a g e t e a c h i n g .
Ww w .S c r i b .c o m