Draft:GTM

The Grammar Translation Method of Teaching

The Grammar Translation method is one of the oldest methods of teaching foreign languages over the centuries. It was mainly applied for teaching classical languages, Greek and Latin. Therefore, it is called the classical method. Grammar Translation includes objectives that teachers seek to achieve during their language teaching. It also comprises principles upon which this method is founded. Piantaggini (2020) has defined GTM as “a procedural plan for presenting and teaching language.”

Definitions of GTM

1. “A foreign language teaching method derived from the classical method of teaching Greek and Latin. It focuses on translating grammar forms, memorizing vocabulary lists, and practicing rules.”

Richards and Rodgers (1986)

2. “A traditional way of teaching a foreign language, in which the study of grammar is very important and very little teaching is in the foreign language.”

Oxford Learner’s Dictionaries

3. “A grammar- focused method of teaching and learning a second language through translation and vocabulary memorization. It aims to develop students’ abilities of reading foreign language literature and writing in the target language.”

Alshibani and Salem (2023)

Objectives

The use of GTM in the classroom is mainly to achieve the following objectives:

• The main aim of using Grammar Translation Method is to enhance the ability to read literature written in a foreign language. That might be possible by learning the grammar basics and the lexicon of a particular language.

• Since Grammar translation method focuses on both the native and the target language, it helps in developing Humans’ brains by exercising the grammar rules and translating the new words in a specific context.
• One additional goal of GTM is to evolve learners’ skills of reading and writing.

The Principles of GTM

1. Teacher-centered method of teaching. The teacher is the leader and has the power to give instructions and help students learn effectively.
2. GTM aims to build learners' abilities for reading literature written in the target language. Also, to develop their knowledge of grammar and vocabulary skills by reading literature in the target language.
3. The role of students in GTM class is limited because there is no chance to use interpersonal communication skills among the students. The Student-Teacher interaction is insufficient.
4. The focus of GTM class is on accuracy rather than fluency. Thus, reading and writing skills are given great attention rather than speaking and listening skills.
5. The grammar rules are taught systematically following a fixed plan of teaching. The grammar is taught deductively, and the rules are given explicitly in the course book and explained by the teacher with given examples, so students can practice applying the rules by writing new sentences.
6. The syllabus is based on grammatical structures.
7. Translation from L1 to L2. Vocabulary and grammar are learned through translation. Words from the target language are translated into the native language.
8. The teacher provides a direct correction of errors in the GTM class. It is necessary to give the students the correct answers if they make any mistakes. So, for instance, if one of the students gives the wrong answer, the teacher will ask someone else to answer the question.
9. The vocabulary of the target language is provided in isolation. The GTM teacher prepares a list of new words for each lesson. Translation of lexical items is provided in the native language. Students should memorize the new words with their equivalents.
10. The Teacher-Talk-Time (TTT) is higher than Student-Talk-Time (STT).
11. Literary language is superior to the spoken language. The writing and translation skills are given much attention in the class. The GTM class aims to develop students’ abilities to read, write and translate texts from one language to another. There are fewer chances for learners to communicate by speaking the target language.
12. The native language is used as a medium for teaching and learning. It was commonly used by the teacher and the students, specifically in translation, to provide the meanings of the target language words.

The Role of the GTM Teacher.

The teacher is the authority in a classroom adopting the Grammar Translation Method. Teachers mainly work as transmitters of information. Also, they are in charge of controlling all the activities inside the class. There are several roles that a teacher can play in GTM class, such as an organizer, an assessor, and a resource for information.

The Role of the students in GTM classroom.

The role of students is very traditional. They work as receivers of knowledge that is provided by the teacher.

The Nature of Interaction inside the GTM classroom.

In the Grammar Translation Method classroom, the type of interaction is:

• Teacher - Student interaction.

• Student- Teacher interaction. (lesser)

• No attention is given to student-student interaction.

The view of language, language learning and culture according to GTM

• Literary language is prioritized at the cost of spoken language.
• Students need to learn reading literature and writing in the target language.
• GTM views language learning as learning grammar rules deductively and memorizing vocabulary in isolation.
• Culture is viewed as consisting of literature and fine arts.

Evaluation Process

The evaluation process of the GTM class is based on different written tests performed by the students. One of the main tasks is translating texts written in the target language into the source language or vice versa. Another evaluation tool is to apply the grammar rules to write sentences or different types of questions, such as fill-in the gaps question. In addition, quizzes and tests to examine students’ general knowledge about the target language culture are also performed.

References

Hakim, A. (2022) Grammar translation method: Characteristics, objectives and Techniques, English Finders. Available at: https://englishfinders.com/grammar-translation-method/ (Accessed: April 19, 2023).

Freeman, D. and Anderson, M. (2011) Techniques and Principles in Language Teaching. 3rd edn. Oxford: Oxford University Press.

Mambrol, N. (2020) Grammar-translation method, Literary Theory and Criticism. Available at: https://literariness.org/2020/11/09/grammar-translation-method/ (Accessed: April 24, 2023).

Piantaggini, L. (2020) “Grammar-Translation: What Is It—Really—For Students?” Journal of Classics Teaching, Cambridge University Press, 21(42), pp. 92–94.

Richards,J. and Rodgers,T. (1986) Approaches and Method in Language Teaching: A description and analysis. Cambridge: Cambridge University Press.