This document describes the Grammar Translation Method, an approach originally used to teach Latin and Greek that focused on grammatical rules, memorization of vocabulary, and translation exercises. It was adopted for teaching foreign languages in the 19th century. Key aspects included teaching in the native language, emphasis on grammar rules and accuracy over fluency, and translating disconnected sentences. While easy to implement, it was criticized for lacking theory or justification and not fostering communicative ability in the target language. An example of a classroom exercise following this method is provided.

1. The Grammar
Translation Method
Practice II: Didactics of English as EFL
Byrne, Laureana
Scaricaciottoli, Sofia
2012

2. The also called Classical Method was originally
used to teach Latin and Greek during the 18th
Century and beginning of the 19th.
It focused on:
Grammatical rules
Memorization of vocabulary
Declensions and conjugations
Translations of texts by doing written
exercises
This model did not give time to teaching
someone how to speak the language: languages were
taught for gaining reading proficiency.

3.  The Classical Method came to be known as Grammar
Translation Method in the 19th Century.
 Characteristics:
 Classes were taught in the mother tongue
 Much vocabulary was taught in the form of lists of isolated
words
E.g.: The house la casa
The mouse el ratón
 Long elaborated explanations of the intricancies of
grammar are given
 Grammar provides the rules for putting words together
 Little attention is paid to the context of texts

4.  Teacher-centered
 To be able to communicate with the speakers of the
target language is not among the goals
 The enhanced skills are reading and writing
 The focus is on accuracy not fluency
 The only drills are exercises in translating disconnected
sentences
 Little or no attention is given to pronunciation
 It does not foster student’s communicative ability in the
target language

5. Why then was the GTM so
popular?
 Tests of grammar rules and translations are easy to
construct and can be objectively scored
 It requires few specialized skills on the part of teachers
 It is sometimes successful in leading a student towards a
reading knowledge of the second language
 It was hoped that through the study of the grammar of the
target language, students would become more familiar
with the grammar of their native language
 This method would help students grow intellectually

6. Criticisms
 Richards & Rodgers (1986)
It has no advocates
There is no theory
There is no literature that offers a rationale or
justification that relates it to linguistics,
psychology or educational theory
 Language is seen as a collection of isolated words
and phrases
 It affects pupil’s motivation: frustration, boredom
and indiscipline

7. Example of the class following the GTM
Complete la oración con un adverbio de frecuencia y luego
tradúzcalas.
a) He _________listens to the radio.
b) They ________ read a book.
c) Pete _______ gets angry.
d) Tom is _______ very friendly.
e) I _______ take suggar in my coffee.
f) Ramon is _____ angry.
g) My grandmother ______ goes for a walk in the evening.

8. References
Brown, D. H. (2007). A “Methodical” History
of Language Teaching Teaching. In Brown, D.
H. (Ed.) Teaching by Principles. Oxford,
Longman
Larsen Freeman, D. (2000). Techniques and
Principles in Language Teaching. Oxford:
OUP
www.slideshare.net/vacoka/grammar-
translation-method-presentation