The grammar-translation method focuses on learning grammar rules and their direct application to translation exercises between the target language and students' native language. Vocabulary is taught through bilingual word lists and direct translation. Students learn rules deductively and practice by translating isolated sentences. There is little focus on speaking, listening, or communication in the target language. Advanced students may translate whole texts, and assessment focuses on translating literary passages or texts.

3. The grammar-translation method 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.
Characteristic of this method is 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, It is taught in the
form of isolated word lists. e.g. with vocabulary tests
such as: the house = la casa the mouse = el ratón
In grammar-translation classes, students learn grammatical
rules and then apply those rules by translating sentences
between the source language and their native language.
Advanced students may be required to translate whole
texts word for word.

4. • to develop students’ reading
ability to a level where they
can read literature in the
target language.
1
• to develop students’ general mental
discipline. The users of foreign
language wanted simply to note
things of their interest in the
literature of foreign languages.
Therefore, this method focuses on
reading and writing and has
developed techniques which
facilitate more or less the learning
of reading and writing only. As a
result, speaking and listening are
overlooked.
2

5. Grammar-translation classes are usually conducted in the students’ native
language. Grammar rules are learned deductively; students learn grammar
rules by rote, and then practice the rules by doing grammar drills and
translating sentences to and from the target language.
Grammar-translation classes are usually
conducted in the students’ native language
Grammar rules are learned deductively;
students learn grammar rules by rote, and
then practice the rules by doing grammar
drills and translating sentences to and from
the target language.
More attention is paid to the form of the
sentences being translated than to their
content. When students reach more advanced
levels of achievement, they may translate
entire texts from the target language. Tests
often consist of the translation of classical
texts.
There is not usually any listening or speaking
practice, and very little attention is placed on
pronunciation or any communicative aspects
of the language. The skill exercised is reading,
and then only in the context of translation.
M
E
T
H
O
D

6. MATER
IAL
TEXT BOOK
to codify the grammar of the target language into
discrete rules for students to learn and memorize. A
chapter in a typical grammar-translation textbook
would begin with a bilingual vocabulary list, after
which there would be grammar rules for students to
study and sentences for them to translate

7. 1
• Even if learning a language by
Grammar-Translation method trained
mind in logical thought, there is little
evidence to suggest that this faculty
is transferable to other walks of life
beyond the language classroom.
2
• This method gives pupils the wrong
idea of what language is and of the
relationship between languages.
3
• Deplorable to assume that language is only
acquired through translation skills, and this at
the expense of oral skills (imagine disaster in,
comprehensive schools with mixed ability
classes)

8. 4
• Low translation standard - caused by
grammaticaltechniques which force
learner to deduce FL sentences 'by
selecting from a multiplicity of rules and
exceptions and individualised words.
5
• In GB translation used to constitute the
greater part of 'O' and 'A' level exam ( oral
getting 20% and 12% respectively ). Was
this really useful / - only served small
minority of learners.
6
• IQ of average grammar school child
not high enough to cope with this
method
7
• Worst effect of this method is on
pupil's motivation. Because (s)he
cannot succeed - leads to
frustration, boredom and
indiscipline.

9. Translation of a Literary
Passage
Students translate a
reading passage from
the target language into
their native language.
Reading Comprehension
Questions
Students answer
questions in the target
language based on their
understanding of the
reading passage.
Antonym/synonyms
Students are given
one set of words and
are asked to find
antonyms in the
reading passage.
Fill-in-the-blanks
Students are given a
series of sentences
with words missing.
Deductive Application of
Rule Grammar rules are
presented with
examples. Once
students understand a
rule, they are asked to
apply it to some different
example.

10. THANK YOU