GTM

What is Grammar Translation Method?

• The grammar-translation method of foreign language teaching is one of the
most traditional methods.
• GTM is a method of teaching language that allows using native language in
learning target language or the language that is used in class is mostly the
students’ native language and the teacher is the authority in the classroom .

characteristic
• The grammar-translation method of foreign language teaching is one of the
most traditional methods.
• GTM is a method of teaching language that allows using native language in
learning target language or the language that is used in class is mostly the
students’ native language and the teacher is the authority in the classroom .

Principles
• Literary language is superior to the spoken language.
• Translating each language into each other is an important goal for learners.
• The authority in the classroom is the teacher.
• To be able to communicate with target language’s speakers is not among the
goals.
• The primary skills to be improved are reading and writing.
• Its focus is on accuracy and not fluency.
• Error correction: If a student’s answer of a question is incorrect, the teacher
selects a different student to give the correct answer or she/he replies
himself/herself.

Techniques
• 1. Translation of a Literary Passage
– Students translate a reading passage from the target language into their
native language.
• 2. Reading Comprehension Questions
– Students answer questions in the target language based on their
understanding of the reading passage.
• 3. Antonym/synonyms
– Students are given one set of words and are asked to find antonyms in
the reading passage.
• 4. Fill-in-the-blanks
– Students are given a series of sentences with words missing.
• 5. Deductive Application of Rule
– Grammar rules are presented with examples. Once students
understand a rule, they are asked to apply it to some different example.
• 6. Cognates
– Students are taught to recognize cognates by learning the spelling or
sound patterns that correspond between the languages.
• 7. Memorization
– Students are given lists of target language vocabulary words and their
native language equivalents and are asked to memorize them.
• 8. Use Words in Sentences
– Students understand the meaning and use of a new vocabulary item,
they make up sentences in which they use the new words.
• 9. Composition
– Students write about a topic using the target language. The topic is
based upon some aspect of the reading passage of the lesson.

Advantages
 To develop students' skills and abilities in reading, writing and translating
foreign language literature.
 Allow students in learning foreign languages to use mother tongue (native
language) in order to make it easy in the process of teaching the language.
 GTM very easily applied by teachers in the process of language teaching
because everyone can easily use these methods in language teaching process
without the need for special expertise.

Disadvantages
• This method gives pupils the wrong idea of what language is and of the
relationship between languages. Language is seen as a collection or words
which are isolated and independent.

• Worst effect of this method is on pupil's motivation. Because (s)he cannot

succeed - leads to frustration, boredom and indiscipline.

• It seemed there was no need for students to master the four skills of English
(listening, speaking, reading, and writing)

• The grammar-translation method is the easiest for a teacher to employ. It

doesn't require a teacher to speak good English or make good lesson
preparations.

A class working with the Grammar Translation Method looks like this:

1. Classes are taught in the mother tongue, with little active use of the target
language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rule for putting words together, and instruction often
focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as exercises in
grammatical analysis.
 Direct method
Background
1890s-now: Direct Method
Specific to the Berlitz chain of schools, started in the USA; the
brainchild of the entrepreneur himself; speaking and listening were the most important
skills; the medium of instruction was English; students learnt sequences of strictly-
chosen (i.e. centrally-scripted) grammatical phrases by listening and repetition;
grammar rulers were avoided, and replaced by phrases (which of course had grammar
disguised in tem); vocabulary was learnt either incidentally as a part of the phrases
being taught, or via lists grouped under types of situation; its modern incarnation
survives in the omnipresent language phrasebooks and the method is still the basis of
lower-level teaching in Berlitz’s ubiquitous and successful language schools.

Theory
The Direct Method is the learning of language in a relevant setting. This method has
one basic rule and that is that no translation is allowed. The meaning of the name
"Direct Method" comes from the fact that meaning is to be conveyed directly into the
second language through demonstration and visual aids.

Principles
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded progression
organized around question-and-answer exchanges between teachers and students in
small, intensive classes.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects, and pictures;
abstract vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.
 The strategy of using this:
1. Q & A: The teacher asks questions of any nature and the students answer
2. Dictation: The teacher chooses a grade appropriate passage from a book and
reads the text aloud three times.
3. Reading Aloud: Students take turns reading sections of a passage, play, or
dialog out loud.
4. Getting Students to Self-Correct: The teacher when provided with the
opportunity should have the students self-correct by offering them a choice
between what they said and the proper pronunciation.
5. Map Drawing: Students are provided with a blank map . The teacher gives
specific instructions to the students.

Advantages
• Students are told reasons why content is important - helps to clarify lesson
objective. Relatively easy to measure student gains. Is a widely accepted
instructional method. Good for teaching specific facts and basic skills.
• Paying attention to speaking , interaction between teacher and students.

Disadvantages
• Students are told reasons why content is important - helps to clarify lesson
objective. Relatively easy to measure student gains. Is a widely accepted
instructional method. Good for teaching specific facts and basic skills.
• Paying attention to speaking , interaction between teacher and students.