The grammar-translation method focuses on grammar rules, memorization of vocabulary, and translation exercises between the target and native languages. It was originally used to teach Latin and Greek in the 19th-20th centuries and emphasizes reading, writing, grammar, and translation over speaking and listening. The teacher is the authority and students learn about the form and rules of the target language through deductive instruction and rote memorization.

1. GRAMMAR-TRANSLATION METHOD
TOPIC 2 ELT APPROACHES, METHODS AND TECHNIQUES
TSLB3033PRINCIPLES AND PRACTICE IN ENGLISH LANGUAGE TEACHING
A method of foreign or second language teaching which makes
use of translation and grammar study as the main teaching and
learning activities. (Richard & Schmidt, 2002)
TEO WOON CHUN
2 PISMP TESL/PM (SJKC)

2. THE GRAMMAR TRANSLATION METHOD
(hereafter G-T Method)
• Also known as “Classical Method”
• This method focuses on:
• grammatical rules
• memorisation of vocabulary and of various
declensions and conjugations,
• translations of texts,
• written exercise.
(Brown, 2007, p.18)

3. History
• Dates back to Erasmus 1466-1536
• Originally used to teach Latin and Greek in 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. What T-S Method for?
• To learn about the grammar rules and vocabulary of the target
language
• To be able to read literature written in the target language
• To provide students with good mental exercise which helps
develop their mind
(Larsen-Freeman, 2000)

5. What T-S Method for? (cont.)
• To help students reading and appreciating foreign language
literature
• To become more familiar with the grammar of their native
language through the study of the grammar of the target
language
• To help them speak and write their native language better
(Larsen-Freeman, 2000)

6. Focal skill(s)
• Vocabulary and grammar
• Reading and writing are the primary skills that students
work on.
• There is much less attention given to listening and
speaking.
• Pronunciation receives little, if any, attention.
(Larsen-Freeman, 2000)

7. Principles of G-T Method:
• Literary language is superior to spoken language.
Students’ study of the target culture is limited to its
literature and fine arts.
• An important goal is for language learners to be able to
translate each language into the other.
• The ability to communicate in the target language is not a
goal of foreign language instruction.
(Larsen-Freeman, 2000)

8. Principles of G-T Method (cont.):
• The primary skills to be developed are reading and
writing. Little attention is given to speaking and listening,
and almost none to pronunciation.
• The teacher is the authority in the classroom. It is very
important that students get the correct answer.
• It is possible to find native language equivalents for all
language words.
• Learning is facilitated through attention to the similarities
between the target language and the native language.
(Larsen-Freeman, 2000)

9. Principles of G-T Method (cont.):
• It is important for students to learn about the form of the
target language.
• Deductive application of an explicit grammar rule is a
useful pedagogical technique.
• Language learning provides good mental exercise.
• Student should be conscious of the grammatical rules of
the target language.
• Wherever possible, verb conjugations and other
grammatical paradigms should be committed to memory.
(Larsen-Freeman, 2000)

10. Characteristics of G-T Method:
• 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.
(Prator & Celce-Murcia, 1979, p.3)

11. Characteristics of G-T Method (cont.):
• 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.
• Little or no attention given to the pronunciation.
(Prator & Celce-Murcia, 1979, p.3)

12. Techniques
• Deductive application of rule
• Fill-in-the-blanks
• Memorisation
• Use words in sentences
• Composition
• Translation of a literary passage
• Reading comprehension questions
• Antonyms/ Synonyms
• Cognates
(Larsen-Freeman, 2000)

13. REFERENCES
Brown, H. D. (2007). Teaching by principles: An interactive approach to
language pedagogy (3rd ed.). United States of America:
Pearson Education.
Elizabeth, L. G. C., Subramaniam, V., & Norzilah bt. Mohd. Zain. (2011).
Modul English language teaching methodology. Cyberjaya:
Institut Pendidikan Guru Malaysia.
Larsen-Freeman, D. (2000). Techniques and principles in language
teaching (2nd ed.). Oxford: Oxford University Press.