1. Grammar
Translation
Method
( A Traditional Approach)

2.  Presented to:
Prof. Dr. Mamuna Ghani
 Presented by:
Zahida Parveen
Saima Asghar
Shazia Faiz

3. Outline of the Presentation:
 Introduction
 GTM in Applied Linguistics
 Principles of GTM
 Teaching through GTM
 General discussion on GTM
 Recent Studies on GTM
 Innovations

4. Grammar Translation Method:
 Sometimes also known as the Classical
Method, this is a traditional teaching
technique that was used to teach Latin
and Greek and was particularly in vogue
during the 16th Century.
 In the 19th century it began to be used to
teach “modern” languages such as
French, German, and English, and it is still
used in some countries today.

5. Definition:
 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
 a traditional technique of foreign-language
teaching based on explicit instruction in the
grammatical analysis of the target language
and translation of sentences from the native
language into the target language and vice
versa.
Random House Unabridged Dictionary, Copyright
© 1997, by Random House, Inc., on Infoplease.

6. GTM in Applied Linguistics
 In applied Linguistics, the grammar
translation method is a foreign language
teaching method derived from the
classical (traditional) method of teaching
Greek and Latin.
 The method requires students to translate
whole texts word for word and memorize
numerous grammatical rules and
exceptions as well as enormous
vocabulary lists.

7. Goals of GTM:
 Ability to communicate in a language is
not the goal in GTM.
 The goal is to be able to read and
translate literary masterpieces and
classics.
 Reading and writing are the major focus;
little or no systematic attention is paid to
speaking and listening.

8. GTM Characteristics:
Grammatical Rules
Target Language
Translation

9. Principle characteristics
 Grammar Translation is a way of studying
a language that approaches the
language first through detailed analysis of
its grammar rules, followed by application
of this knowledge to the task of translating
sentences and texts into and out of the
target language...

10. Teaching through GTM:
In this method,
 students are taught in their mother tongue, with little
active use of the target language.
 Vocabulary is taught in the form of isolated word lists.
 Elaborate explanations of grammar are always
provided.
 Grammar instruction provides the rules for putting words
together; instruction focuses on the form and inflection
of words.
 Little attention is paid to the content of texts.
 Drills are exercises in translating disconnected sentences
from the target language into the mother tongue, and
vice versa.
 Little or no attention is given to pronunciation.

11. 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.

12.  Easiest for teachers to use
 Does not require teachers to speak good English
or make good lesson preparations.
 Only uses the textbook
 Least stressful for students-teaching occurs in the
first language
 Students learn the new language without contact
with native speakers.

13. Criticism:
 limited scope of objectives
 an unnatural method
 Neglect of speaking and listening.
 Exact translation is not possible.
 no pattern practice
 Little/no attention given to pronunciation.
 Focus is on accuracy not fluency.
 Does not foster the students’ communicative
ability in the target language.
 Very little student/teacher and student/
student interaction.

14. Recent Studies on:

15. Recent Studies on GTM:#1
 “Grammar Translation Method (GTM) Versus
Communicative Language Teaching (CLT); A Review of
Literature” by Muhammad Natsir & Dedi Sanjaya (Malaysia,
2014)
 A comparison has been made b/w GTM & CLT.
 The more beneficial method nowadays is CLT but GTM also
still has some positive things offer.
 In GTM the skills that are emphasized are reading and
writing. In CLT, the four skills are taught to the students.
 In GTM, accuracy is considered to be a necessity while CLT
permits the students’ error but the teacher will guide the
students to analyze and revise their errors

16. Conclusion of the Study:
 Teachers familiar with both GTM & CLT.
 The teacher has to know the suitable
method for their teaching learning
process as the condition, context and
social culture in each of the countries is
different.

17. Studies on GTM:#2
“The Grammar-Translation Method and the Use of
Translation to Facilitate Learning in ESL Classes” by Cagri
Tugrul Mart (Iraq, 2013)
 Translation is an aid to enhance foreign language
proficiency.
 and allows students to notice the differences and
similarities between L1 and L2
 Through focusing on the rules of the grammar of the
target language students would recognize the features
of two languages that would make language learning
easier.

18. Conclusion of the Study:
 The use of translation will contribute to the
use of the target language effectively.
 Learning gets meaningful via translation,
and better comprehension promotes
foreign language proficiency.
 GTM is useful because learning process is
clearer, thus accuracy will be acquired by
students.

19. Studies on GTM:#3
 “Teaching of English in Indian Schools through Grammar
Translation Method―Low Performance―A Field Study” by
Preeti Grover (India,2014)
 GTM is not the natural way of learning language.
 It leads to the low performance on the part of the
learners.
 The child first thinks in his mother tongue and then
translates his ideas into English.
 The grammar is taught deductively in our schools.
 Word to word translation is required which altogether is
not possible in learning any language.

20. Conclusion of the Study:
 An advantage to the method is its appeal to the logical
part of the brain. Students taught using GTM are at
advantage with translation skills, as there is much
emphasis placed on direct translation of written work.
 Disadvantages to the method include a general lack of
communicability in the language, as communicative
production is generally ignored.
 Teachers need to be innovative, resourceful and must
have the readiness to impart quality education.
 The children should be encouraged to speak in the
English language.

21. Studies on GTM:#4
“THE EFFECT OF USING GRAMMAR-TRANSLATION METHOD
ON ACQUIRING ENGLISH AS A FOREIGN LANGUAGE” by
Ishraq M. Aqel (Jordan, 2013)
 to investigate the effect of using Grammar-Translation
method on acquiring English as a foreign language.
 This is an experimental research.
 It is a pedagogic method that facilitates learning of four
language skills and make a foreign language more
comprehended to English language learners

22. Conclusion of the Study:
 Using Grammar-translation method made
the grammatical rules easier , the learning
process was faster, and increased the
students' capability to answer correctly in
both oral and written exams, and
effected on their confidence positively.
 The students expressed themselves
correctly in English language not in their
first language.

23. Studies on GTM:#5
 “A Contrastive Study of Grammar Translation Method
and Communicative Approach in Teaching English
Grammar” by Shih-Chuan Chang (Taiwan,2011)
 This paper aims to compare the controllability and
feasibility of these two approaches and find out which
one is more suitable for grammar teaching.
 This is an experimental research.
 Although the traditional grammar teaching method
helps improve the students’ mastery of the grammatical
rules, the students cannot use these rules flexibly and
appropriately in communication.

24. Conclusion of the study:
 The learners made a significant progress in
grammar learning after experiencing a
experimental semester.
 Learners with GTM made more progress in
grammar learning than those who used the
Communicative Approach.
 The students’ confidence in learning English
was improved. Even those who lacked
confidence in English in the past became
very active in the classroom activities.

25. Innovations:
Time: mid-nineteenth century
Factors that lead to the rejection of Grammar-
Translation Method:
 Increased opportunities for communication
among Europeans created a demand for oral
proficiency in foreign languages.
 Language teaching specialists also turned their
attention to the way modern languages were
being taught in secondary schools.
 New approaches to language teaching were
developed by individual language teaching
specialists.

26. Thanks for
your
attention!