about methods

2.  The grammar- translation method of foreign
language teaching is one of the most
traditional methods.
 It was originally used to teach ‘dead’
languages (and literatures) such as Latin
and Greek, involving little or no spoken
communication or listening comprehension.

3. To read and translate literary
masterpieces and classics.

4.  A focus on learning the rules of grammar and
their application in translation passages from one
language into the other
 Vocabulary in the target language is learned
through direct translation from the native
language. e.g.
the house = la casa
the mouse = el ratÓn

5.  Readings in the target language are translated
directly and then discussed in the native language.
 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. e.g:
Do you have my book? = ………………………….
I don’t know where your book is = ………………….

6.  Students will be able to read literature written in
the target language
 Students will be able to translate from one
language to another
 It Helps students to develop reading and writing
skill

7.  To help students read and appreciate foreign
language literature
 Students can become more familiar with the
grammar of their native language
 Helpful for mental exercise

8. PRINCIP
LES

9.  Literary language is superior to the spoken
language. Students study literature and fine arts.
 Translating each language into each other is an
important goal for learners.
 The authority in the classroom is the teacher.
 The ability to communicate with the target
language is not among the goals of instruction.

10.  The primary skills to be improved are
reading and writing.
 Its focus is on accuracy (grammatical correctness)
and not fluency.
 Ss should be conscious of the
grammatical rule of the target language.
PRINCIPLES

11. 1. Translation of a literary passage
› 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
› Translation made by the students can show that
they understand their meaning

12.  Reading comprehension questions
› Students answer these questions in the target
language
› Answers to the questions may be:
 Antonyms / synonyms
› Students are asked to find antonyms in the
reading passage or, to define a set of words
based on their understanding of them as they
occur in the reading passage
inferred
Related to
experience
Contained in the
text

13.  Deductive application of rule
› 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 on
examples they are given

14.  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
 Memorization
› Students are asked to memorize new words,
grammatical rules, and verb conjugation

15.  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
 Composition
› Students are asked to write a composition in the
target language
› The topic is based on some aspect of the
reading passage

16. 
Advantages and disadvantages

17.  An effective way for application of grammar
and sentence structure
 Least stressful for students as they use their
native language.

18.  Wrong idea of what language is.
 Unnatural method. It starts with the teaching of reading
not listening.
 Speech is neglected as it lays emphasis on reading and
writing.
 It does not give pattern practice.
 Less learners’ motivation
 Create frustration for learners