“a method of foreign or second language teaching

which makes use of translation and grammar study

as the main teaching and learning activities.”

----Richards, J. C., & Schmidt, R (2002). Longman Dictionary of Language Teaching

and Applied Linguistics. Pearson Education Limited. pp.231.
 Background
 The Grammar Translation Method was the traditional way Latin a
nd Greek were taught in Europe.
 In the 19th century it began to be used to teach “modern” langu
ages such as French, German, and English, and it is still used in so
me countries today.
 A typical lesson consists of the presentation of a grammatical rul
e, a study of lists of vocabulary, and a translation exercise.

--- Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching an
d Applied Linguistics. Pearson Education Limited. pp.231.
The objectives of language teaching are enabling students:

– to read literature written in the target language

– To develop reading and writing skill
– to gain a better understanding of the first language.
Grammar Translation is a way of learning a language by firstly analyzing its
grammar rules, and then applying this knowledge to the task of translating
sentences and texts into and out of the target language.
Grammar Target
Language Translation
Rules

• Reading and writing are the major focus; little or no systematic attention is paid to speaking and listening.
• Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual wor
d lists, dictionary study, and memorization.
• The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translati
ng sentences into and out of the target language, and it is this focus on the sentence that is a distinctive fea
ture of this method.
----Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language
Teaching.Cambridge: Cambridge University Press pp.3-4.
1. It is relatively easy to apply
2. It helps in building vocabulary
3. It saves teacher’s labor:
4. Comprehension is easily tested
5. Grammar is easily taught:

1. Overemphasis on translation
2. Dependence on first language
3. Too much emphasis on reading and writing, Listening and speaking neglected
4. It ignores habit formation
5. It makes the student a passive listener
This method is just like any other method in teaching English has its own streng
ths and weaknesses. GTM uses conscious memorization of grammar rules or
vocabulary but learning through exposure, experience, and use is preferred now
adays. We believe this method is a simple and the quick method for teacher but
for students this method can make them passive in the class. GTM is a good
method for students’ grammar but not effective to improve students’ speaking s
kill. It will be more effective if the teacher combine this GTM with communicat
ive approach to improve neither students’ grammar nor students’ speaking skill.