The Grammar-Translation Method (GTM) (1890s-1930s)

Influence of Teaching of Latin/Greek

*the Prussian Method (1845, The ciceronian or the Prussian Method of

Teaching the Elements of the Latin Language...by B. Sears

Background

For centuries, GTM has clearly been the most common language teaching
method, especially for Latin and Greek (G & G).

Until the middle part of the 20th-c., it was also commonly used to teach
modern languages as well.

It was initially employed for the acquisition of the skills necessary to read and
understand the classical languages, (G & G).

As neither of these languages was used for oral communication, the method
was based upon the written language.

Background

It aimed to help students understand L1 better through extensive analysis of

grammar and translation.

Main Characteristics

1. Grammar is taught deductivelya meticulous/ careful analysis of the target

written language, translation is a common technique; extensive memorization of
vocabulary, rules, grammatical paradigms and verb conjugations.
2. Nature of the learner-teacher interaction. Primarily from teacher to students; little
student initiation and little student-student interaction.
3. Vocabularylearnt from bilingual word lists isolated words and grammar are
primary areas; reading & writing primary skills; little attention

Main Characteristics

to pronunciation, speaking/listening skills. the content of texts, which are

treated as exercises in grammatical analysis

4. Having learners get the correct answer is important; the teacher often supplies
the correct answer when students don't know it.
5. A paramount/chief use of translation exercises

6. The mother tongue is used as the medium of instruction, with little active use of
the target language.

Main Characteristics

7. Grammar provides the rule for putting words together, and instruction often
focuses on the form and inflection of words.
8. Reading of difficult classical texts is begun early.

Theory of Language

1. Language is a system of ruleslearned through literaturea formal system..

2. Literary language is superior to spoken language; culture is literature and the fine
arts.
3. The learners L1 is the medium in class; translation is used to make meanings
clear in the TL.
4. Languages can be compared and contrasted.
5. Structures, rules of grammar, sentence formation are what is considered.

Theory of Learning

1. The learning process is conceived of as a process of memorizing rules &

examples. The learner would learn vocabulary & conjugations off by heart.
2. Language learning is primarily memorizing rules & facts to understand &
manipulate structures of L.
3. Translation is used as a means of L learning.
4. Learning is facilitated through attention to similarities between TL and NL.

Objectives (Goals)

1. Reading literature and doing translations in both directions. To do this, learners

need grammar and vocabulary.
2. The goal of foreign language study is to appreciate literature and increase mental
capacity.

The Syllabus

Structural.

From simple to more complex.

Systematic presentation.

Types of Learning & Teaching Activities

1. translation of literary passages;

2. reading comprehension questions;
3. use of antonyms/synonyms;
4. use of cognates (related in origin);
5. deductive application of a rule;
6. fill-in-the-blanks;
7. memorization;
8. use words in sentences; and
9. composition

Teaching technique

Students must first learn the rules & lists of vocabulary (bilingual lists). Once
rules are learned, Let translation begin!

Translation quizzes verify acquisition.

L1 and L2 are always compared.

There are almost no speaking/listening opportunities. Most time is spent

talking about language rather than speaking language.

Learner Roles

1. Learners would learn vocabulary & conjugations off by heart.

2. Learn the patterns/vocabulary
3. Tries to learn grammatical rules.
4. Read and write.
5. Translate.
6. Memorize rules.

Language skills to emphasize

Reading and writing

Translation

Teacher Roles

Authority in the classroom directing the classroom activities, asking questions

& setting tasks

The medium instruction is NL.

Grammar taught deductively.

The Role of Instructional Materials

In most versions of the method, grammar was taught deductivelyi.e. the

rule was announced prior to the exercises.

In some cases, it was taught inductivelyi.e. learners were asked to puzzle

over the exercises, & expected to figure out the rules from the examples.
However, grammar taught deductively. vs. learning grammar inductively
(more usually associated with more 'learner-centred' approaches)

Provide samples of literature.

Activities

Grammatical exercises and translation.

Vocabulary lists to memorize.

Error Handling

Mistakes are corrected immediately.

Drawbacks

1. Text-bound and confined to only reading and writing; not a communicative

activity because it involves no oral interaction;
2. Not suitable for classroom work because students must do the writing on their
own;
3. Time-consuming and wasteful;
4. Associated with different language, with literary or scientific texts, & not suited
to the general needs of language learners.

Drawbacks

5. Absolute use of mother tongue is undesirable;

6. Boring both to do and to correct.

7. Even if trained mind in logical thought, little evidence suggests this faculty is
transferable to other walks of life beyond the language classroom.
8. When is written translation of actual use to the learner? Only perhaps after school
in industry, commerce, foreign correspondence, advertising,

Drawbacks

export ordersEuropean market. But how many pupils will actually end up
here?

9. It gives pupils the wrong idea of what language is and of the relationship between
languagesgrammar is language.
10. Language is seen as a collection or words isolated/independent & there must be
a corresponding word in the native tongue for each foreign word he learns.

Drawbacks

11. The conception of language is neither upheld by linguistics nor based upon any
formal psychology.
12. results in a lot ABOUT the language, but doesnt result in the ability to speak the
language.
13. Academic forms of language presentedgrammar explanations are given in
meticulous detail.
14. Few hypotheses covered.
15. Not good for oral proficiency.

Drawbacks

16. No personalization or contextualization.

17. No interaction/communicative practice.
18. No cultural awareness.
19. There is a concern for accuracy.
20. Not proficiency oriented.

Strengths

It strongly encouraged language learning by practice, from translation

exercises. Teachers also found it an easy method to use.

Use it with academically bright students with individual goals.

Supplement it with other components of language and processes.