Method in Teaching

1. Grammar Translation
Approach

3. Definition
Grammar Translation Approach is
an approach that helps students
learn grammatical rules and then
apply those rules
by translating sentences between
the target language and the native
language.

4. History
Dates back to Erasmus 1466-1536
Originally used to teach Latin and
Greek in the late 19th and early 20th
centuries
Earlier in 20th century, this method
was used for the purpose of helping
students read and appreciate foreign
language literature.

5. Background
Traditional method of second
language teaching in schools
Most common language teaching
method
Stressed the literacy development
Teacher centered

6. Key Features
Classes are taught in the mother tongue, with little
active use of the target language.
Much vocabulary is taught in the form of lists of
isolated words.
Long elaborate explanations of the intricacies of
grammar are given.
Grammar provides the rules for putting words
together, and instruction often focuses on the form
and inflection of words.

7. Very little teaching is done in the target language.
Instead, readings in the target language are
translated directly and then discussed in the native
language. Little or no attention is given to
pronunciation.
Grammar is taught with extensive explanations in
the native language, and only later applied in the
production of sentences through translation from
one language to the other
Key Features

8. Principles
and
Techniques

9. Translating each language into
each other is an important goal
for learners
Students will be asked to read a
literary passage and then translate
the target language into their native
language
Translation may be written or spoken

10. Teacher as the authority
Teacher decides whether the
students’ answers are correct
It is important for students to get
the correct answers
If students answer incorrectly, the
teacher will provide the correct
answer

11. The ability of communicating in
the target language is not a goal
The students ask questions in their
native language and are also
answered by the teacher also in their
native language
The teacher asks students in their
native language

12. Its focus is accuracy and not
fluency.
Error correction: If a student’s answer
of a question is incorrect, the teacher
selects a different student to give the
correct answer or s/he replies
himself/herself.

13. Deductive application of rules
It is important for students to learn
about the forms(grammar rules) of
the target language
Grammar rules are presented with
examples
Students are asked to apply the
rules to examples they are given

14. Translation of a literary
passage
Literary language is superior
to the spoken language.

15. Reading comprehension
questions
Students answer these questions in the
target language
 Answers to the questions may be in
the reading text, or based on the
understanding of the students or
students’ own experiences related to
the text

16. Fill in the blank
Teacher give students
sentences with word missing.
Students should fill in the
blanks with the new vocabulary
or with a particular grammar
type

17. Memorization
Students are asked to memorize
new words, grammatical rules, and
verb conjugation

18. Use the words in sentences
Students are asked to make up
sentences with the new words they
learn in the text
This technique can show whether
students really understand the
new words

19. Composition
Students are asked to write a
composition in the target
language
The topic is based on some
aspect of the reading passage

20. Method
Elaborate explanations on grammar.
Translation of sentences from the target language
into the mother tongue (or vice versa).
Native language was the medium of instruction.
Reading and writing are the major focus; less on
speaking and listening.
Vocabulary was taught using dictionary and
memorization.

21. Advantages
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.
Students learn the new language without
contact with native speakers.

22. Words and phrases are translated into the
mother tongue ensure better and quicker
understanding and clearness of the term or
vocabulary.
Offers the shortest way to learn a foreign
language.
Develops the art of translation in students.
Can be easily used in overcrowded classes.

23. Disadvantages
It is an unnatural method. The natural order of
learning a language is listening, speaking,
reading and writing. That is the way how the
child learns his mother tongue in natural
surroundings. But in the Grammar Translation
Method the teaching of the second language
starts with the teaching of reading. Thus, the
learning process is reversed. This poses
problems.

24. Speech is neglected. The
Grammar Translation Method lays
emphasis on reading and writing.
It neglects speech. Thus, the
students who are taught English
through this method fail to
express themselves adequately in
spoken English.

25. Exact translation is not possible. Translation is,
indeed, a difficult task and exact translation from
one language to another is not always possible. A
language is the result of various customs,
traditions, and modes of behaviour of a speech
community and these traditions differ from
community to community. There are several lexical
items in one language, which have no
synonyms/equivalents in another language. For
instance, the meaning of the English word ‘table’
does not fit in such expression as the ‘table of
contents’, ‘table of figures’, ‘multiplication table’,
‘time table’ and ‘table the resolution’, etc.

26. It does not give pattern practice. A person
can learn a language only when he
internalizes its patterns to the extent that they
form his habit. But the Grammar Translation
Method does not provide any such practice to
the learner of a language.
 It rather attempts to teach language through
rules and not by use. Language learning means
acquiring certain skills, which can be learnt through
practice and not by just memorizing rules.

27. The Inheritance
by: Rodel C. Nuñeza
Hasta kapila na ibalik-balik pagsibya sa radio nga usa na ka dakong
masakiton si Iyo Delfin, apan wala gyuy miuli sa iyang tulo ka anak nga
tua na manimuyo sa nagkalain-laing mga dapit sa probinsiya sa Sugbo.
Dili sab tingali mahitabo nga wala sila makabati sa pagsibya sa radyo kay
pinaminaw man ang estasyon DYRN sa tibuok lalawigan.
It had been repeatedly announced over the radio that Iyo Delfin is
already a severely sick man, but not one of his three children who are
living in different areas of the province of Cebu ever came back home. It
also will not happen that they did not hear the announcement over the
radio because the DYRN station is widely listened to all over the province.

28. Tingali wala lay gustong mouli sa mga anak ni Iyo Delfin,
kay pulos man sila nangluod sa ilang amahan. Kay
nakigtipon si Iyo Delfin sa laing babaye sukad namatay
ang ilang inahan. Ang babaye nabaniog nga dili maayog
kaliwat.
Maybe no one among the children of Iyo Delfin
to come home because all of them have resentments
towards their father. Because Iyo Delfin lived with
another woman eversince their mother passed
away. The woman was reputed to not have a good
lineage.

29. Ang nakapait kay samtang naglubog na si Iyo Delfin sa
banig, gibiyaan siya sa iyang kapuyo. Mikuyog kinig laing
lalake. Maayo na lang kay dunay usa ka ulitawong guwang
nga maoy miatiman kaniya. Si Boloy nga iyang silingan nga
wala nay ginikanan. Dili niya kini ig-unsa kay day-o man kini
sa maong dapit.
What's really painful was while Iyo Delfin was
was abandoned by his live-in partner. She left with
man. Fortunately, there was an old bachelor who took
of him. Boloy who is his neighbor, who is already an
orphan. Iyo Delfin was not related to him because Boloy
was a stranger to the area.

30. Taudtaod na nga naglubog si Iyo Delfin sa banig
tungod sa iyang sakit nga way klarong unsang sakita.
Wala man siya mokonsulta og doktor, bisan og
daghan siyag kuwarta. Midangop man lang sa usa ka
meriko nga maoy nagtambal kaniya.
It had been a while that Iyo Delfin was bedridden
because of his illness which had no
clear diagnosis. He did not consult a doctor, even
he had plenty of money. He just approached one
medicine man who was the one who treated him.

31. Sulod sa dugay nga panahon ang pag-atiman ni Boloy kang Iyo Delfin. Siya
maoy moluto ug mopakaon kang Iyo Delfin. Siya maoy mopainom og tambal sa
tiguwang, mohilot ug maoy mohipos sa mga hugaw ni Iyo Delfin. Sa pag-atiman
nahilakip na ang pagdigo kang Iyo Delfin ug ang pagpanglaba sa mga biste
niini.
Sulod sa maong panahon wala bisan usa na lang sa mga kadugo ni Iyo Delfin
ang mitabang sa pag-alima kaniya. Dili gani manuaw, bisan paglili na lang unta
kon unsa na ang iyang kahimtang. Si Boloy ra gayud maoy nag-antos pag-
atiman kang Iyo Delfin.
Boloy took care of Iyo Delfin for a long period of time. He would be the
who would cook and feed Iyo Delfin. He would give the old man his
would do chiropractic care and would be the one to clean up Iyo Delfin's
waste. Included in the care is bathing Iyo Delfin and doing his
that period not even one of Iyo Delfin's relatives helped in taking of
did not even visit, even to just take a peek on to what his condition
Boloy was the one who sacrificed in taking care of Iyo Delfin.

32. Hangtod nga gikuhaan na si Iyo Delfin sa kahitas-an
sa iyang hinuwaman nga kinabuhi. Gilubong siya nga
wala gani motambong ang iyang mga anak. Wala
man gani manumbaling sa panawagan nga gipasibya
sa radyo.
Until Iyo Delfin's borrowed life was taken
by the Most High. His children did not even
attend his burial. They did not even mind
the announcement which was broadcast
the radio.

33. Igo nga nahuman ang katapusang pangadye alang sa kalag sa
namatay, nahiabot ang mga anak ni Iyo Delfin. Puno sila sa pagbasol
dihang miduaw sila sa lubong sa ilang amahan didto sa sam-ang.
Nagmahay pa sila kunohay sa mga silingan, nganong wala sila paabuta
una ilubong si Iyo Delfin. Ang mapuanguron nga mga silingan wala na
lang mokomento sa mga pulong sa mga anak ni Iyo Delfin aron
mapugngan ang away.
Just when the last prayer for the soul of the dead was finished. Iyo
Delfin's children arrived. They were filled with regret when they
visited the tomb of their father in the cemetery. They feigned
resentment towards their neighbors. Why they did not wait for
arrival before Iyo Delfin was buried. The compassionate neighbors
chose not to comment to the opinions of the children of Iyo Delfin
prevent any fight.

34. Dihang nagkapundok ang tanang mga pamilya ug suod nga mga kadugo ni
Iyo Delfin diha sa dakong hawanan sa ilang balay, gisultihan sila sa abogado ni
Iyo Delfin bahin sa kabilin niini nga nakapahikurat sa tanan. Matod sa abogado
nga sumala sa testamento nga gipabuhat kaniya sa namatay, ang tanang
kabtangan ni Iyo Delfin sama sa yuta, balay ug uban pa, gibilin niya sa nag-
atiman kaniya samtang siya nasakit, nga mao si Boloy. Ang testamento
pinermahan gayud ni Iyo Delfin ug notaryado sa abogado.
When all the family members and close relatives of Iyo Delfin have
in the big hall in their house, they were informed by the lawyer of Iyo
about his will that shocked everybody. The lawyer said that according to
testament that the deceased had asked him to make, all the properties of
Delfin such as land, house and others, he left to the one who took care of
him when he was sick, which was Boloy. The testament was really signed
Iyo Delfin and notarized by the lawyer.

35. Hasta si Boloy, nahikurat kaayo sa gisulti sa
abogado. Wala man siya magdahom nga siya diay
maoy binlan ni Iyo Delfin sa iyang mga
kabtangan.
Everyone, including Boloy, was shocked at
the lawyer said. He did not expect that it was
him that Iyo Delfin would leave all his

36. Conclusion
Teaching involves any instructional
technique that draws learners' attention to
some specific grammatical form in such a
way that it helps them either to understand
it metalinguistically and/or process it in
comprehension and/or production so that
they can internalize it.