The Grammar Translation Method (GTM) is an older language teaching approach that emphasizes translating sentences between the native and target languages, first introduced in Germany and popular from the 1840s to 1940s. While it focuses on grammar rules and reading/writing skills, it is criticized for leading to low student motivation and poor pronunciation, as it lacks interactive elements and conversational skill development. Many believe that despite some advantages in understanding grammar and sentence structure, the method ultimately hampers effective communication in the target language.

1. GRAMMAR
TRANSLATI
ON
METHOD

2. • GTM was first introduced in Germany
especially in Prussia. Hence, it was
also called Prussian Method. This
method is the oldest method of
teaching foreign language teaching,
having existed for more than 2000
years which dominated European
and foreign language teaching from
the 1840s to the 1940s and is being
modifies and used in different
countries of the world today.

3. GRAMMAR
TRANSLATION
METHOD
a language teaching method and method
of learning any foreign language by the
practice of translating or converting the
sentences of the native language into the
target language of vise versa.

4. • The principle aim of the GTM
was to make language
learning easier and the central
feature was the replacement
of traditional texts by
exemplary sentences. (Kumar
Mondal, Nitish)

5. GRAMMAR
TRANSLATION
METHOD
In GTM classes; students learn grammar
rules of the foreign language and try to
apply those rules to the native language to
convert it into the foreign one.

6. Example:
• Sentence in English: The
children are playing in the
park.
• Translation to Filipino: Ang
mga bata ay naglalaro sa
parke.

7. English and Cebuano
Example:
• Sentence in English: The
children are playing in the
park.
• Translation to Cebuano:
Ang mga bata nagdula sa
parke.

8. • Advanced classes of GTM enable students to
convert the whole paragraph even word to word,
and to advance their intellectual development.

9. Example :
Passage from "The Viscount Who Loved Me," part of the
Bridgerton series by Julia Quinn, an example of advanced
GTM.
• English Translation:
"You are the bane of my existence—and the object of all my
desires," Anthony said, his voice a low growl. "Every time I think I'm
free of you, I find myself drawn back to you, as if by some invisible
force."
• Filipino Translation:
“Ikaw ang pasakit ng aking buhay—at ang tanging nais ng aking
puso," sabi ni Anthony, na may mababang tinig na tila isang pag-
ungol. "Sa tuwing iniisip kong malaya na ako sa'yo, natatagpuan ko

10. TECHNIQU
ES OF
GRAMMAR
TRANSLATI
ON

11. 1. TRANSLATION OF A LITERACY
PASSAGE
- Translating target language to native
language.
Example:
English: The book is on the table.
Tagalog: Ang libro ay nasa lamesa.
Bisaya: Ang libro kay naa salamesa

12. 2. READING COMPREHENSION
QUESTIONS
- Finding information in a passage, making
inferences and relating to personal
experience.
Example: The curious cat silently crept
through the garden, chasing a butterfly
fluttering above the vibrant flowers.

13. ANTONYMS/SYNONYMS
- Finding antonyms and synonyms for
words or sets of words.
Examples:
Antonyms: big - small
White- black
Synonyms: begin - start
fast - quick

14. 4. COGNATES
- Learning spelling or sound pattern that
corresponds between
L1 and the target language.
Examples:
English: Computer English: Radio
Tagalog: Kompyuter Tagalog: Radyo
Bisaya: Kompyuter Bisaya: Radyo

15. 5. DEDUCTIVE APPLICATION OF
RULE
- Understanding grammar rules and their
exception, then applying them to new examples.
Example:
Rule: To form the past tense of the regular
verb, add
-ed to the base form of the verb.
Jump- jumped
Clean- cleaned
Dance- danced

16. 6. FILL-IN-THE-
BLANKS
-Filling in gaps in sentences with new words
or items of a particular grammar type.
Examples:
The soup is to ______ to eat.
She wore a _____ dress to the party.

17. 7. MEMORIZATION
–Memorizing vocabulary lists, grammatical
rules and grammatical paradigms.

18. 8. USE WORDS IN
SENTENCES
- Students creates sentences to illustrate
they know the meaning and use of new
vocabulary words.

19. 9. COMPOSITION
- Students write about a topic using the
target languages.

20. Examples using the GTM would typically involve
translating a passage from the target language to the
native language or vice versa focusing on grammar
rules and vocabulary.

21. Example 1.
Dhinel is a very diligent and dedicated student
who always strives to do his best.Everyday, he wakes
up early to study. He has a deep love for reading a
wide variety of books and takes great pleasure in
solving math problems. His teacher often praises him
for his consistent hard work and determination to
succeed.

22. CHARACTERISTIC
S OF GRAMMAR
TRANSLATION
METHOD

23. ·Reading and writing are the main
focus
·Vocabulary selection is based
solely on the reading texts used.
·The sentence is the basic unit of
teaching and language practice.
·The students’ native language is
the medium of instruction.
According to Sears (2000: 16)

24. ·Reading of difficult classical text is begun early
·Little attention is paid to the content of text which
are treated as exercises in grammatical analysis
·little or no attention is given to pronunciation
·The only drills are exercises in translating
disconnected sentences from the target language
into the mother tongue
According to Prator and Celce-Murcia (1979, in
Brown, 2007:18)

25. According to Gorski
(2019),
The Advantages and
Disadvantages of the
GTM are:

26. ADVANTAGES
1.It reduces the teacher’s stress, so the teacher
involvement is rarely necessary, and teacher who is not
fluent in target language.
2.It focuses on grammar, sentence structure and word
meaning, it can help students to learn how to read and
write in the target language.

27. DISADVANTAGES
1.Less learner or students’ motivation and participation,
because GTM is not an interactive method, the students will
not be motivated, and there is less learners’ participation
and teacher- learner relationship because they just learn
from a textbook.
2. Unnatural and inaccurate pronunciation, the students
only learn about the grammar and word meaning from a
textbook, it makes them do not know how to pronounce
the words naturally and accurately.

28. CRITICI
SM

29. Richards and Rodgers (2001, p. 4) describe the
grammar-translation method as
• “a tedious experience of memorizing endless lists of
unusable grammar rules and vocabulary and
attempting to produce perfect translations of stilted
or literary prose,”
• “it is a method for which there is no theory. There
is no literature that offers a rationale or
justification for it or that attempts to relate it to
issues in linguistics, psychology, or educational
theory.”

30. According to Dr. Roma (2021) that many authors and literary
heads have condemned this approach as they believed that, this
method just facilitates reading and writing skills but does not
focus on conversational skills.
It also makes the students dull and boring as they get habitual of
translating each line word by word and do not get quick in
translation. This method also takes much time to translate.
Moreover, despite learning the vocabulary of a new language, they
will not be much able to communicate with others as they only
know how to write and take time for it. That’s why, I hear many of
the students saying, “mam, can we write instead of speaking?”

31. Thank You!