GTM

The Grammar-Translation Method / Approach

This method was originally used to teach classical languages, such as Latin and Greek, which were not taught for everyday communication.  But gradually, it was generalized to teach modern languages such as French and English. It dominated the English language teaching field in Algeria in the 1960’s at all educational levels.  This  method  is  a  way  of  studying  a  language  through  detailed analysis of its grammar rules, followed by an application of this knowledge to the task  of  translating sentences into and out of the target language. 

The method was based on a prescription of the whole grammar of the language according  to the criterion of what is right and what is wrong in order to enable the learners to master the  general  rules  governing  the  written  form  of  the  language  and  to  translate  from  and  into  the  foreign language.

A.      The Principal Characteristics of the Grammar- Translation Method

1. 1The  goal  o f  foreign language  study  is  to learn  a  language in  order to  read  its  literature  or in  order  to benefit from  the  mental  discipline  and  intellectual  development that  result  from foreign - language  study.  Grammar -translation is a way of studying a  language  that  approaches the  language first  through  detailed analysis  of it s grammar  rules, followed by application  of this  knowledge to the  task  of translating  sentences  and texts  into and out  of the  target  language.
2. Reading and writing are the major focus. 
3. Vocabulary  selection  is  based  solely  on  the  reading texts  used, and  words are  taught through  bilingual  word  lists,  dictionary  study, and  memorization.  In  a  typical Grammar-Translation  text,  the  grammar  rules are  presented and illustrated ,  a  list of vocabulary  items  are  presented  with  their translation  equivalents,  and translation  exercises  are  prescribed. 
4. The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language. Grammar is  taught deductively that is,  by  presentation and study  of grammar  rules,  which  are  then  practiced  through  translation  exercises.

B.       Shortcomings

1. This  approach  was  not  based  on  any  explicit  psycholinguistic  or  sociolinguistic  theory.  Therefore, it did not concern itself with how learners learn the language or how they actually use it. Its main concern was purely-linguistic. 
2. Practical mastery of the language being learned or actual uses of it were totally ignored. 
3. The learners in that approach were completely passive. 
4. As the classroom technique consisted of giving definitions, rules, explanations and exceptions in the mother tongue, the time necessary for practicing the foreign language is greatly reduced. 
5. The  technique  of  giving  definitions  and  rules  is  very  boring  and  of  little  benefit  to  the  learners.  
6.  The  method  is  a continuous  process  of  memorization  of  lists  of  unusable  grammar  rules,  vocabulary and of attempts to produce perfect translations of literary extracts. Therefore, the focus is on form rather than meaning. Very often students cannot concentrate on the message as they are obliged to read word by word. 
7.     Although  translation  from time  to  time is  helpful,  it  becomes harmful  when  it is  taken  as  a  method of learning a language. The learner is thus implicitly admitting that he does not intend to learn the foreign language or that it is impossible for him to learn it, since the only way for him to understand it is through translation. 
8.      As for the use of literary works by great authors for teaching a foreign language, it is agreed  on that one should  be able to understand,  speak and read adequately  the language before  one  starts to read and appreciate literature written in that language.

C.      Question

1. What are the goals of teachers who use the GTM?  
2. What is the role of the teachers? What is the role of the students? 
3.  What are some characteristics of teaching/learning process? 
4. What is the nature of student-teacher interaction? 
5. What is the nature of student-student interaction?
6. How are the feeling of the students dealt with? 
7.  How is the language viewed?

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