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The grammar-translation method of foreign language teaching is one of the most traditional
methods, dating back to the late nineteenth and early twentieth centuries. It was originally used
to teach 'dead' languages (and literatures) such as Latin and Greek. As Omaggio comments, this
approach reflected "the view of faculty psychologists that mental discipline was essential for
strengthening the powers of the mind." (Omaggio 89) Indeed, the emphasis on achieving
'correct' grammar with little regard for the free application and production of speech is at once
the greatest asset and greatest drawback to this approach.
As Howatt (1984) says, "the original motivation of this method was reformist." Before this
method, the traditional scholastic approach suggested a reading knowledge of foreign language
by studying grammar and applying this knowledge to the interpretation of texts. Later, the
traditional text was replaced by the use of exemplificatory sentences. At one time the Grammar
translation method was called the classical method, since it was first used in the teaching of the
classical languages, Latin and Greek.
1. The goal of foreign language study is to learn a language in order to read its literature or
inorder 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 its grammar rules, followed by apptibation of
this knowledge to the task of translating sentences and texts into and out of the target language.
it hence views language learning as consisting of little more than memorizing rules and facts in
order to understand and manipulate the morphology and syntax of the foreign language. "The
first language is maintained as the reference system in the acquisition of the second language"
(Stern 1983:455).
2. Reading and writing are the major focus; little no systematic attention is said to sealing or
listening.
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 is 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, and it is this focus on the
sentence that is a distinctive feature of the method. Earlier approaches to foreign language study
used grammar as am age to the study of texts in a foreign language. But this was though to be
too difficult for students in secondary schools, and the focus on the sentence was am attempt to
make language learning easier.
7. The students' native language is the medium of instruction. Classes are taught in the mother
tongue, with little active use of the target language.
8. Having learners get the correct answer is important; the teacher often supplies the correct
answer when students don't know it.
10. Grammar provides the rule for putting words together, and instruction often focuses on the
form and inflection of words.
Disadvantage of GTM
Worst effect of this method is on pupil's motivation. Because (s)he cannot succeed - leads to
frustration, boredom and indiscipline.
. Virtually no class time is allocated to allow students to produce their own sentences, and even
less time is spent on oral practice (whether productive or reproductive)
Students may have difficulties "relating" to the language, because the classroom experience
keeps them from personalizing it or developing their own style.
In addition, there is often little contextualization of the grammar -- although this of course
depends upon the passages chosen and the teacher's own skills.
Text-bound and confined to only reading and writing; not a communicative activity because it
involves no oral interaction;
.Not suitable for classroom work because students must do the writing on their own;
Associated with 'different language,' with literary or scientific texts, & not suited to the general
needs of language learners.
. It gives pupils the wrong idea of what language is and of the relationship between languages.
. Results in a lot ABOUT the language, but doesn't result in the ability to speak the language.
. No interaction/communicative practice.
. No cultural awareness.
Again students are forced to read word by word, and, consequently, rarely focus completely on
the message. Thus form, not meaning, gets the focus.
Even when the objective is accuracy, this method is not effective for the students with less
intellectual ability. The muddle through the structure and make mistakes repetitively. Thus they
build up a cumulative habit of mistakes.
In this method there is no attempt to account for individual variation of the students. As Stephen
D Krashen (1982) says, "there is also no attempt to specify when rules are to be used, the
implicit assumption being that all students will be able to use all the rules all the time.