You are on page 1of 15

Teaching approaches: the grammar-

translation method
By Tim Bowen
Level: Starter/beginner, Elementary, Pre-intermediate, Intermediate, Upper intermediate,
Advanced Type:Reference material
 Print
 Email
 Share
 Comments (14)
 Rate

An article discussing the grammar-translation approach to language


learning.

At the height of the Communicative Approach to language learning in the 1980s and early 1990s it became
fashionable in some quarters to deride so-called "old-fashioned" methods and, in particular, something broadly
labelled "Grammar Translation". There were numerous reasons for this but principally it was felt that translation
itself was an academic exercise rather than one which would actually help learners to use language, and an
overt focus on grammar was to learn about the target language rather than to learn it.

As with many other methods and approaches, Grammar Translation tended to be referred to in the past tense
as if it no longer existed and had died out to be replaced world-wide by the fun and motivation of the
communicative classroom. If we examine the principal features of Grammar Translation, however, we will see
that not only has it not disappeared but that many of its characteristics have been central to language teaching
throughout the ages and are still valid today.

The Grammar Translation method embraces a wide range of approaches but, broadly speaking, foreign
language study is seen as a mental discipline, the goal of which may be to read literature in its original form or
simply to be a form of intellectual development. The basic approach is to analyze and study the grammatical
rules of the language, usually in an order roughly matching the traditional order of the grammar of Latin, and
then to practise manipulating grammatical structures through the means of translation both into and from the
mother tongue.

The method is very much based on the written word and texts are widely in evidence. A typical approach would
be to present the rules of a particular item of grammar, illustrate its use by including the item several times in a
text, and practise using the item through writing sentences and translating it into the mother tongue. The text is
often accompanied by a vocabulary list consisting of new lexical items used in the text together with the mother
tongue translation. Accurate use of language items is central to this approach.

Generally speaking, the medium of instruction is the mother tongue, which is used to explain conceptual
problems and to discuss the use of a particular grammatical structure. It all sounds rather dull but it can be
argued that the Grammar Translation method has over the years had a remarkable success. Millions of people
have successfully learnt foreign languages to a high degree of proficiency and, in numerous cases, without any
contact whatsoever with native speakers of the language (as was the case in the former Soviet Union, for
example).

There are certain types of learner who respond very positively to a grammatical syllabus as it can give them
both a set of clear objectives and a clear sense of achievement. Other learners need the security of the mother
tongue and the opportunity to relate grammatical structures to mother tongue equivalents. Above all, this type
of approach can give learners a basic foundation upon which they can then build their communicative skills.

Applied wholesale of course, it can also be boring for many learners and a quick look at foreign language
course books from the 1950s and 1960s, for example, will soon reveal the non-communicative nature of the
language used. Using the more enlightened principles of the Communicative Approach, however, and
combining these with the systematic approach of Grammar Translation, may well be the perfect combination for
many learners. On the one hand they have motivating communicative activities that help to promote their
fluency and, on the other, they gradually acquire a sound and accurate basis in the grammar of the language.
This combined approach is reflected in many of the EFL course books currently being published and, amongst
other things, suggests that the Grammar Translation method, far from being dead, is very much alive and
kicking as we enter the 21st century.

Without a sound knowledge of the grammatical basis of the language it can be argued that the learner is in
possession of nothing more than a selection of communicative phrases which are perfectly adequate for basic
communication but which will be found wanting when the learner is required to perform any kind of
sophisticated linguistic task.

http://www.onestopenglish.com/methodology/methodology/teaching-approaches/teaching-
approaches-the-grammar-translation-method/146493.article

by STEVIE D.

3 Exciting Ways the Grammar-translation


Method Is Still Great for Language Teaching
For centuries, the grammar-translation method was It.
It was the go-to way to teach a language to anyone.
These days, students and educators alike often describe it as “inefficient,” “incompetent”
and “tedious.”

Doesn’t sound very motivating for a learner, does it?

Mainly known for its rote memorization, drills and narrow focus on reading, its reputation
has taken quite a dive over the years.

So how exactly has this trusted language teaching staple fallen so far from grace?
And even more importantly, despite its clear limitations, why should it still definitely have
a place in your open-minded, modern language classroom?
The truth may surprise you.

The fact is, the grammar-translation method still offers great advantages to learners that
will help them a lot in the long run.

In this post, we’re going to show that using this classic method in a conscientious way can
be hugely beneficial.

Let’s find out how.

Download: This blog post is available as a convenient and portable PDF that you can take
anywhere. Click here to get a copy. (Download)
The Grammar-translation Method: An Underdog Story
Five hundred years ago, Latin was widely used in religion, government and trade.
However, in the 16th century, French, Italian and English became dominant in spoken and
written communication.

As Latin transitioned from being a language heard on the streets into a language subject,
studying it took on a different reasoning. Whereas before, it was learned for purposes of
communication, studying Latin became an intellectual pursuit instead. Investing time in it
developed mental prowess, it was believed. And knowing Latin, quoting Virgil or Cicero,
was proof of great learnedness.

The grammar-translation method became the system used to teach dead languages like
Latin (and Greek) for an academic and intellectual function. Because nobody spoke it in
daily affairs, proper pronunciation, diction, etc. were not the marching orders of the day.
You wouldn’t be using it to buy apples at the market, in any case. Only what was written by
those who used it previously mattered. So the method was focused on developing students’
reading and writing abilities. Language learning mattered little outside the walls of
academia.
Over time, though, people were beginning to see the utility of learning different
languages—not just dead ones, but those existing and actively used on Main Street. This
was a more practical type of language learning. Rather than studying language for its own
sake, one could use it for a variety of reasons—in conducting business, in travels, even in
romance.

So when this more practical type of language learning began to be tackled in schools, guess
which methodology they borrowed to develop curriculums.

Right. The grammar-translation method, also called the classical method.


And everybody is familiar with its bread-and-butter: the lovable language textbook.

I’m certain that sometime in your past, as a student yourself, you held a language textbook,
opened it and saw a chapter-by-chapter elucidation of the different grammatical rules of
the target language. (What do the plural forms of nouns look like? How does one conjugate
such and such verb?) You saw several examples to illustrate a particular grammatical point
and some exceptions to be wary of. Sound familiar?

Grammar is at the forefront of this language learning method. Grammatical analysis,


morphology and syntax are closely studied and students are drilled over and over. Classes
are, of course, conducted in the students’ native tongue.
Another go-to material of the grammar-translation method is the notorious vocabulary
word list. We all know what it looks like: one column of words is written in the target
language and the second column is in English, with a “=” between them.

Students would be taught vocabulary, often rote, because they would need vocabulary
going into the “translation” part of the method. In this step, students are asked to translate
words, phrases and paragraphs from the target language to their native language and vice
versa.

Over the decades, the inherent weaknesses of the grammar-translation method began to
make themselves obvious. Since it was initially conceived to prioritize reading and writing
skills, the spoken and communicative aspects of language skills were often left untouched.
Students became good at memorizing rules and translating text, but their skills were often
found wanting when actually tasked to engage in even the most rudimentary conversation
with a native speaker.

So different methods were devised in order to hone speaking,


listeningand communication skills.
Instead of being taught about the language, students were encouraged to actually use it in
various contexts and tasks. Grammar began to sometimes take a back seat to
comprehension. Instead of being taught explicitly, it’s now often learned inductively
through repeated exposure to the target language.
The direct approach, audio lingual approach and communicative approach were
purposely made strong where the grammar-translation method was weakest.

But in the haste to correct the shortcomings of grammar-translation, many swung too far to
the other side, leaving the old way wholesale, even its wonderful virtues. And so we have a
throwing the baby out with the bathwater situation.

In this post, I’ll talk about three important reasons why the grammar-translation method
should still have a place in your language classroom, and how you can give it that place.

3 Compelling Reasons Why the Grammar-translation Method Still


Deserves a Place in Your Classroom
1. It’s a good starter kit for language learning

For all its admitted limitations, the grammar-translation method is still a good way to start
the journey of any language learner.

Why?

Because of its central casting of the learning of vocabulary.


It would really be very difficult for students to make serious headway with any language,
using any technique/method, if they did not first, at the very least, have a basic vocabulary
on which to build.
Granted, the presentation of vocabulary can do with some major overhauls from the olden
days: Instead of a dry word list, vocabulary can be presented with pictures of the actual
objects in full color. FluentU lets your students start learning words with video and
multimedia flashcards from the very beginning of their language journey. FluentU takes
real-world videos—like music videos, movie trailers, news and inspiring talks—and turns
them into personalized language learning lessons.
There is something to be said about occasionally learning vocabulary rote, though. This
method is often criticized as lacking experiential and contextual depth. While I personally
do share this sentiment, I also make a little room for the practice of simply memorizing
vocabulary, especially the first sets of words learned by language learners.

As kids, we were never given a piece of paper to memorize, true. We had to figure out
meaning through context. And that’s why it took us a while to know the difference between
words like “water” and “drink.”

But your students don’t have to start like this. They can be given an advantage by
memorizing a few starter vocabulary words, just to get the ball rolling.

This way, when you throw out a sentence like “The man is fat,” they won’t be so clueless
that you have to explain every single word in that statement, missing out on a lot of other,
more important teaching opportunities in the meantime.

Here’s a good way to go: Before every chapter or lesson, provide a vocabulary handout. A
piece of paper with six measly words on it will do. Ten should be the max. Make the list
interesting. Add some colors or pictures to go with the words. You can even just draw
funny stick figures to illustrate meaning—for “sad,” you could draw the classic face with
the upside-down smile.

This initial vocabulary, while learned rote, will pave the way for other methods, like the
natural and audio lingual methods, to effectively make their own contributions to the
learning process. Your students can later greatly expand their vocabulary from those few
words they memorized initially.

And you can cement that rote learning and go on to make it more memorable by bringing in
the necessary context and tasks that are so important to their long-term learning.

2. It takes out the guessing game


The good thing about grammar rules is that they can be applied to a whole array of
contexts and situations. Sure, there are exceptions, but the rules allow you to see the bigger
picture.

The grammar-translation method, because of its focus on the rules, takes much of the trial-
and-error out of learning. Instead of needing to be divined from numerous and varied
contexts, the regulations are placed on a silver platter, where they await application.
They stare your students in the face and let them know if an error has been committed,
allowing them to immediately self-correct. Knowing the rules provides a certain rationale
for your students of why this word form and not the other one is used. Without the rules,
they’d be in an endless loop or wild goose chase trying to figure out why a Spanish verb is
conjugated this way and not that way.

With English plurals, for example, there is a rule that says, “If a word ends with Y, change
the Y to I and add ES.” So for the word “competency,” its plural form would be
“competencies.”

That’s it! Isn’t that quick and painless?

Let your students know that if they know the rules, they can trust that they’ll end up with a
grammatically sound statement. And you can lock in that learning with
activities from creative lesson plans and save everyone huge amounts of time.
Just like with vocab memorization, though, the presentation of grammar rules could do
with a whole lot of revision. So one thing you can do, for example, is to give your students
a “cheat sheet” for grammar rules (one cheat sheet per grammar topic). Textbooks are
not only heavy, they are psychologically heavy. They look formal and daunting. A single
sheet is much more approachable.

Let the size be as small as half of a 3×5 index card. This should force you to weed out rules
that are rarely observed even by native speakers. Don’t cram students’ brains with the
minutiae that only rarely come up in the language. Let these cheat sheets be about the
“greatest hits,” the most common rules that do the most good for your students.

3. It supports that all-important reading skill


The slide of the grammar-translation method has to a certain extent had a negative effect
on the view educators and students hold of reading and writing in the target language.
Speaking and conversation skills have more often received the attention they deserve, but
sometimes this has been to the detriment of engaging with a language’s written form.
To be able to converse in a language is definitely important, no question about that. But the
ability to read and comprehend its written form is just as imperative—especially in
today’s world. Having that ability just makes everything easier. Imagine a tourist pushing to
no avail a door that clearly says, “Pull.” But written language isn’t just for tourists who need
to look at road signs or scan a menu, it’s for every language learner.

Much of the useful information on the World Wide Web is in written form. And it’s often
not in English. Today’s technology offers so much information and knowledge, but much of
that information and knowledge is in other languages.
I’m not just talking about foreign language websites, either. There are rich social media
discussions that your students can participate in if they can engage meaningfully with
native speakers. One cannot understand and appreciate, much less participate, in those
affairs if not decently versed in a language’s written form.

So while speaking and conversing are vital, there is also a need to be fluent in the written
form—especially when we’re talking about living languages, unlike Latin. There are native
speakers who are writing in modern languages every day.

To give your students the benefit of studying the written language through the grammar-
translation method in a modern classroom exercise, ask them to translate online material
in the target language.
This can be a newspaper article, a movie synopsis, a traditional recipe, even a sliver of
the comments section of a popular blog.

An exercise like this will help drive home the point that, hey, reading is just as important!
That there is a way of looking at things, a way of seeing the world that can only be fully
appreciated when you don’t just speak the language but are also able to digest literature in
the language.

Those three reasons should encourage you not to give up wholesale on the grammar-
translation method.

As a complete method, it’s for sure far from perfect, but it absolutely does have virtues that
a language teacher can and should exploit to the hilt.

I wish you luck and productivity in your language class today!

https://www.fluentu.com/blog/educator/grammar-translation-method/

The Grammar-Translation Method

Historical Background

The Grammar-Translation Method was prevalent in foreign language classrooms from


the mid 19th century to the mid 20th century. It was first introduced in Latin and
ancient Greek classrooms in the early 19thcentury, replacing more communicatively-
oriented methods as Latin ceased to be a spoken language. As there was no longer a
strong justification for teaching oral skills in the classical languages, the Grammar-
Translation Method espoused the goal of developing the ability to read and translate
classical texts. By the mid 19th century the method had been adopted for teaching
modern languages by German scholars such as Karl Plötz and Johann Seidenstücker,
and it quickly spread to classrooms throughout Europe and the United States.

Throughout its history, the Grammar-Translation Method was criticized by advocates


of more "direct" methods, who claimed that languages ought to be learned by actually
speaking and listening to them rather than merely studying about them. One critic
went so far as to claim that the Grammar-Translation Method sought to "know
everything about something rather than the thing itself"(Rouse, 1925; quoted in Kelly,
1969, p. 53). However, the Grammar-Translation Method continued to be one of the
primary methods used in U.S. classrooms, although it was partially supplanted in the
1930s by the so-called "Reading Method," which replaced the classical texts of the
Grammar-Translation method with texts written specifically for foreign language
students based on word frequency studies, and encouraged students to avoid
consciously translating what they were reading (Rivers, 1981).

During World War II it became evident that neither the Grammar-Translation Method
nor the Reading Method was producing students capable of speaking foreign
languages well enough to communicate with allies or to understand enemy
communications. The U.S. government therefore turned to methods that were
grounded in the linguistic and psychological theories of the time, which were later
adapted for use in public schools as the Audiolingual Method. By the 1960s the
Audiolingual Method had replaced the Grammar-Translation Method for teaching
foreign languages in most U.S. classrooms. However, grammar-translation techniques
continue to be used throughout the world in teaching classical languages and
occasionally modern languages, especially less commonly-taught languages.

Theory of Language Learning

Advocates and practitioners of the Grammar-Translation Method do not appear to


have ever articulated any theoretical basis for the method (Richards & Rodgers,
2001). However, the method is clearly based on the assumption that language consists
of structures and lexicon, and is learned by studying those elements and using them to
translate sentences and longer texts.

The goals of the method are to develop the ability to read literature in the target
language, as well as to develop "an excellent mental discipline, a fortitude of spirit
and a broad humane understanding of life" (Titone, 1968, p. 26). "Mental discipline"
is thought to be fostered through the analysis of complex grammatical structures. A
secondary goal is to improve students' understanding of their native language through
practice in grammatical analysis.

Classroom Activities

In accordance with the goal of developing a thorough understanding of grammar, each


chapter of a grammar-translation textbook focuses on one or more grammatical
aspects, often accompanied by detailed exceptions to the rules. Each chapter also
contains a list of vocabulary words designed to prepare students to translate specific
sentences or texts; thus, the vocabulary is generally not clustered around any specific
theme.

The lesson culminates in a series of exercises that require students to translate from
their native language to the target language and vice-versa. The exercises may involve
excerpts of literary texts, or they may simply consist of individual sentences designed
to illustrate the grammar points at hand. Emphasis is placed on grammatical accuracy.

Inasmuch as the primary emphasis is on the development of reading and translation


skills, little attention is generally given to teaching speaking or listening, especially in
the classical languages. In the case of modern languages, however, meticulous
attention may be given to explaining phonological rules, particularly in textbooks
published since the mid-20th century.

As is evident, Grammar-Translation lessons are heavily centered around the textbook


and follow its content quite closely. The teacher's role is to explain the material in the
chapter and to correct students' translations. The language of instruction is generally
the students' native language.

Notes on the Video

The lesson in the video shows a first-year class in Attic Greek (a dialect of ancient
Greece) taught by Dr. Bill Tortorelli of Brigham Young University. As the lesson
consists partly of a review of verb forms, it does not depict all the phases of a
"typical" grammar-translation lesson; nevertheless, it illustrates how some of the
method's techniques may be effectively used when the goal is to develop grammatical
understanding and translation skills. The lesson begins with a review of tense and
aspect, followed by a discussion of verb conjugation and practice translating sentences
that exemplify the verb forms being studied.

References and Additional Resources


Chastain, K. (1988). Developing second-language skills: Theory and practice. San
Diego: Harcourt Brace Jovanovich.

Kelly, L. G. (1969). 25 centuries of language teaching. Rowley, MA: Newbury


House.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language


teaching (2nd ed.). Cambridge: Cambridge University Press.

Rivers, W. M. (1981). Teaching foreign-language skills. Chicago: University of


Chicago Press.

Rouse, W. H. D. (1925). Latin on the Direct Method. London: University of London


Press.

Titone, R. (1968). Teaching foreign languages: An historical sketch. Washington,


DC: Georgetown University Press.

http://hlr.byu.edu/methods/content/text/grammar-text.htm

Grammar Translation Method


BY MOHAMMED RHALMI · PUBLISHED APRIL 4, 2009 · UPDATED AUGUST 26, 2014

History
The Grammar Translation Method is an old method which was originally used to
teach dead languages which explains why it focuses mainly on the written form
at the expense of the oral form. It was designed according to the faculty
psychology approach which was very popular during the 18th and 19th century.
It contended that ” mental discipline was essential for strengthening the powers
of the mind”. The way to do this was through learning classical literature of the
Greeks and Romans.
Method
 Use of mother tongue.
 Vocabulary items are taught in the form of word lists.
 Elaborate explanations of grammar.
 Focus on the morphology and syntax.
 Reading of difficult texts early in the course.
 Practice focuses on exercises translating sentences or texts from mother
tongue to the target language and vice versa.
It is surprising to see that the Grammar Translation Method was still in use in
some classrooms during the late decades of the 20th century. May be,
it’s because it bears some advantages.

Advantages
 Translation is the easiest and shortest way of explaining meaning of words
and phrases.
 Learners have no difficulties to understand the lesson as it is carried out in
the mother tongue.
 It is a labor-saving method as the teacher carries out everything in the
mother tongue.
Criticism
 What the method is good at is “teaching about the language” , not “teaching
the language”.
 Speaking or any kind of spontaneous creative output was missing from the
curriculum.
 Students lacked an active role in the classroom.
 Very little attention is paid to communication.
 Very little attention is paid to content.
 Translation is sometimes misleading.
Because of all these disadvantages, instructors tried to find better ways to
remedy the pitfalls of the grammar translation method. The Direct Method was
the answer.
Reference:
Brown, H. Douglas, 2006. Principles of Language Learning and Teaching, Fifth
Edition, Pearson ESL.
Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and methods in
language teaching: A description and analysis. Cambridge: Cambridge University
Press

http://www.myenglishpages.com/blog/grammar-translation-method/

Goals of Grammar Translation Method


1. To read literature in a target language.
2. To memorize grammar rules and vocabulary of the target language.

Characteristics of Grammar Translation Method


1. The major focus is on reading and writing with little or no systematic attention to listening and
speaking.
2. Vocabulary words are chosen from the reading text used. Teachers teach vocabulary words
through memorization, bilingual word list, and dictionary.
3. The basic unit of teaching and language practice is the sentence. Most of the lesson is in sentence
translation from and into the target language.
4. Deductive method is used in grammar. Rules are presented and studied. Then, students will
practice through translation exercises.
5. New grammatical or vocabulary items in the target language are explained in students’ native
language in order to have a comparison between the target language and the students’ native
language.
6. Students are expected to attain high standards in translation. They must be accurate in
translating the sentences into their target language and vice-versa.

Some Ideas in Teaching


With the goals and characteristics of this method, the following activities can be done in
the classroom:

1. Ask the students to take 5 vocabulary words from their favorite song and then translate it in
English.
2. In teaching a particular lesson in grammar, ask the students to memorize the rules, and they
should give their own sentences as samples.
3. Ask the students to take down the conversations of their friends in their native language, and
then translate it in English.
4. Ask students to write 10 verbs from the article assigned to them, and then they should give the
synonyms and antonyms.
5. Ask students to memorize at least 5 words per day in English and give their native language
equivalent.
Some school administrators or teachers may disagree with the idea of using the native
language in explaining vocabulary words or grammar rules because they want the
students to be exposed only with the target language in order to effectively acquire and
master it.

However, there is no hard and fast rule of what is the best method or strategy. It would
be best if the teacher will use different ways and find out what is suited to his/her
students by conducting an action research.

So, for those who would like to work on this as an action research, what are you waiting
for?

Reference
Villamin, A.M., Salazar, E.L., Bala, E.C., & N.R. Sunga (1994). Innovative strategies in
communication arts. Quezon City: Phoenix Publishing House, Inc.

https://simplyeducate.me/2015/01/10/how-to-use-the-grammar-translation-method/

You might also like