grammar translation

main features

• The Grammar-Translation Method derived from traditional approaches to the teaching of Latin and Greek. It was the predominant method in Europe in the 19th century used to teach French, German and English. The method dominated language teaching from the 1840s to the 1940s (and is still being used in some of today’s classrooms).

• The philosophy behind this method is that the foreign language can be taught or learn through translation.

•  It emphasizes the study and translation of the written language, as it is considered superior to spoken language and so reading and writing are emphasised.

• The student's native language (L1) is the medium of instruction. It is used for giving instructions,  teaching and explaining grammar and vocabulary, translating words, comparing the grammatical structures of the two languages.

main features 2

• Vocabulary is taught in the form of lists of isolated words which students are required to memorise.

• Long, elaborate explanations of the intricacies of grammar are given.

• There was no provision for the oral use of language.

• Texts were derived from the target language literature, simplified and chosen to demonstrate a particular grammatical rule.

• Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.

• Typical lesson consisted of a) presentation of grammatical rule, b) specially written text that demonstrated the rule, c) list of new words, d) translation exercises, e) grammar exercises

theoretical principles [language theory, learning theory, roles, syllabus]

• The goal of 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.

• Language theory: focus on grammar and vocabulary. Translation facilitates comprehension of literature and writing

• Learning theory: Deductive learning is essential for accuracy

• Teacher/Learner roles: Teacher is strict authority, learners are passive recipients of information

• Syllabus: Structural syllabus

• Learner errors are not tolerated and are corrected immediately.

typical activities

• Translation (word for word) of literary passages

• Reading comprehension questions

• Antonyms/ synonyms

• Deductive application of grammatical rules (first teacher presents the rule and then learners apply it in different examples)

• Fill in the blanks

• Memorization (of grammar and vocabulary)

• Sentences are formed using new words

• Composition writing