This presentation will explain about Grammar translation methog. It is method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.

1. THE GRAMMAR-TRANSLATION
METHOD
SYEREN CHRISTIN BRIGITA

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. The Grammar-Translation
Method
• The grammar-translation method has been used
by language teachers for many years.
• Earlier in the 20th century, this method was used
for the purpose of helping student to read and
appreciate their native language.

4. The Principles
1. A fundamental purpose of learning a language
is to be able read literature written in it.
2. An important goal is for students to be able to
translate each language into the other.
3. The ability to communicate in the target
language is not a goal of language instruction.
4. The primary skills to be developed are reading
and writing.
5. The teacher is the authority in the classroom.

5. The Principles
6. Its is possible to find native language equivalents
for all target language words.
7. Learning is facilitated through attention to
similarities between target language and the
native language.
8. It is important for student to learn about the
grammar of form of the target language.
9. Deductive teaching of grammar.
10. Language learning provides good mental
exercise.
11. Being conscious of the grammatical rules of the
target language.
12. Students are also asked to memorize words,

6. Reviewing the Principles
1. What are the goals of teachers who use the
Grammar-Translation Method ?
▫ According to the teachers who use the Grammar-
Translation Method, a fundamental purpose of
learning a language is to be able to read literature
written in the target language.
▫ To do this, students need to learn about the
grammar rules and vocabulary of the target
language.

7. 2. The Role of the teacher and the student
• The roles are very traditional. The teacher is the
authority in the classroom.
• The students do as the teacher says so they can
learn what the teacher knows.
Reviewing the Principles

8. 3. What are some characteristics of the
teaching/learning process ?
• Students are taught to translate from one language
into another.
• Students study grammar deductively; that is, they
are given the grammar rules and examples, are told
to memorize them, and then are asked to apply the
rules to other examples.
• They memorize native language equivalents for
target language vocabulary words.
Reviewing the Principles

9. 4. What is the nature of student-teacher
interaction ?
▫ Most of the interaction in the classroom is from
the teacher to the student.
Reviewing the Principles

10. 5. How is language viewed ? How is cultured
viewed?
▫ Literary language is considered superior to
spoken language and is therefore the
language the students study.
▫ Culture is viewed as consisting of literature
and the fine arts.
Reviewing the Principles

11. 6. What areas of language are emphasized?
• Vocabulary and grammar are emphasized.
What language skills are emphasized?
• Reading and writing are the primary skills that
the students work on. There is much less
attention given to speaking, listening and
pronunciation.
Reviewing the Principles

12. 7. What is the role of the students’ native
language?
• The meaning of the target language is made
clear by translating it into the students’ native
language.
• The language that is used in class is mostly the
students’ native language.
Reviewing the Principles

13. 8. How is evaluation accomplished?
• Written tests in which students are asked to
translate from their native language into the
target language or vice versa are often used.
• Questions about the target culture or questions
that ask students to apply grammar rules are
also common.
Reviewing the Principles

14. 9. How does the teacher respond to student
errors?
• If students make errors or do not know an
answer, the teacher supplies them with the
correct answer.
Reviewing the Principles

15. Reviewing The Technique
• Translation of a literary passage
▫ Students will be asked to read a literary
passage and then translate the target
language into their native language.

16. • Reading comprehension questions
▫ Students answer these questions in the target
language based on their understanding of the
reading passage.
Reviewing The Technique

17. • Antonyms/Synonyms
▫ Students are given one set of words and are
asked to find antonyms in the reading passage. A
similar exercise could be done by asking students
to find synonyms for a particular set of words.
Reviewing The Technique

18. • Cognates
▫ Students are taught to recognize cognates by
learning the spelling or sound patterns that
correspond between the languages.
▫ Students are also asked to memorize words that
look like cognates but have meanings in the target
language that are different from those in the
native language.
Reviewing The Technique

19. • Deductive application of rules
▫ Grammar rules are presented with examples
▫ Students are asked to apply the rules to examples
they are given
Reviewing The Technique

20. • 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
Reviewing The Technique

21. • Memorization
▫ Students are asked to memorize new
words, grammatical rules, and verb
conjugation
Reviewing The Technique

22. • 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
Reviewing The Technique

23. • Composition
▫ Students are asked to write a composition in the
target language
▫ The topic is based on some aspect of the reading
passage
Reviewing The Technique

24. Conclusion
• Grammar-Translation Method was frequently
used at the beginning of 20th century but today,
many consider it as an unnatural method. The
natural order of learning is listening, speaking,
reading and writing. But this method doesn’t
focus on all 4 skills needed for learning a
language.