The Grammar Translation Method

Practice II: Didactics of English as EFLByrne, Laureana

Scaricaciottoli, Sofia 2012

The also called Classical Method was originally used to teach Latin and Greek during the 18th Century and beginning of the 19th.It focused on:

Grammatical rulesMemorization of vocabularyDeclensions and conjugationsTranslations of texts by doing written exercises

This model did not give time to teaching someone how to speak the language: languages were taught for gaining reading proficiency.

The Classical Method came to be known as Grammar Translation Method in the 19th Century.

Characteristics:Classes were taught in the mother tongue Much vocabulary was taught in the form of

lists of isolated wordsE.g.: The house la casa

The mouse el ratónLong elaborated explanations of the

intricancies of grammar are givenGrammar provides the rules for putting words

togetherLittle attention is paid to the context of texts

Teacher-centeredTo be able to communicate with the

speakers of the target language is not among the goals

The enhanced skills are reading and writingThe focus is on accuracy not fluencyThe only drills are exercises in translating

disconnected sentencesLittle or no attention is given to

pronunciationIt does not foster student’s communicative

ability in the target language

Why then was the GTM so popular?

Tests of grammar rules and translations are easy to construct and can be objectively scored

It requires few specialized skills on the part of teachers

It is sometimes successful in leading a student towards a reading knowledge of the second language

It was hoped that through the study of the grammar of the target language, students would become more familiar with the grammar of their native language

This method would help students grow intellectually

CriticismsRichards & Rodgers (1986)It has no advocatesThere is no theoryThere is no literature that offers a

rationale or justification that relates it to linguistics, psychology or educational theory

Language is seen as a collection of isolated words and phrases

It affects pupil’s motivation: frustration, boredom and indiscipline

Example of the class following the GTM

Complete la oración con un adverbio de frecuencia y luego tradúzcalas.

a)He _________listens to the radio.b)They ________ read a book.c)Pete _______ gets angry.d)Tom is _______ very friendly.e)I _______ take suggar in my coffee.f) Ramon is _____ angry.g)My grandmother ______ goes for a walk in the

evening.

ReferencesBrown, D. H. (2007). A “Methodical”

History of Language Teaching Teaching. In Brown, D. H. (Ed.) Teaching by Principles. Oxford, Longman

Larsen Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: OUP

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