The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.

1. Grammar -Translation
By: Myrna C. Egos
A.B. English-3

2. The Grammar-Translation Method
"a method of foreign or second
language teaching which makes
use of translation and grammar
study as the main teaching and
learning activities."
---Richards, J. C., & Schmidt, R. (2002). Longman Dictionary
of Language Teaching and Applied Linguistics. Pearson Education
Limited. pp.231.

3. 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.

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

5. Introduction
 Original purposes
 Helping students read and
appreciate foreign language
literature
 Students can become more familiar
with the grammar of their native
language also write and speak their
native language better
 Helpful for mental exercise

6. Prator and Celce-Murcia in Teaching English as a Second Foreign
Language (1979:3),
 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.
Key Features

7.  Reading of difficult classical texts is begun
early.
 Little attention is paid to the content of texts,
which are treated as exercises in grammatical
analysis.
 Often the only drills are exercises in
translating disconnected sentences from the
target language into the mother tongue.

8. Principles and Techniques
 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

9. Advantages
 Easiest for teachers to use
 Does not require teachers to speak good
English or make good lesson
preparations.
 Only uses the textbook
 Least stressful for students-teaching occurs
in the first language
 Students learn the new language without
contact with native speakers.

10. Disadvantages
 Students lack comprehension-only
translating word-for-word
 Does not allow students to create
meaning in English
 Students do not learn to read.
 Extensive memorization
 Very little student/teacher and
student/student interaction

11. Principles and Techniques
 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. Principles and Techniques
 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

13. Principles and Techniques
 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

14. Principles and Techniques
 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

15. Principles and Techniques
 Memorization
 Students are asked to memorize new
words, grammatical rules, and verb
conjugation

16. Principles and Techniques
 Fill-in-the-blanks
 Teacher give students sentences with
word missing
 Students should fill in the blanks
with the new vocabulary or with a
particular grammar type

17. Principles and Techniques
 Use 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

18. Principles and Techniques
 Composition
 Students are asked to write a
composition in the target language
 The topic is based on some aspect of
the reading passage

19. 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.

20. Thank You!!!