Grammar Translation Method
PREFACE
First of all, thanks to Allah SWT because of His help, the writers could
finish writing the paper entitled “The Grammar Translation Method” right in the
calculated time. The purpose in writing this paper is to fulfill the assignment that
was given by Mr. Muntaha, M.Pd as the lecturer in Technique and Principles in
Language Teaching. The writers truly get a lot of challenges and obstructions in
arranging this paper. By getting enough help from many people, those
obstructions could pass.
The writers would say thank you to all the people who help during the
process. The writers realize that this paper still imperfect in arrangement and the
content. Thus, the writers look forward to the criticism from the readers so that it
can help the writer in improving the arrangement of the next paper. The last but
not the least, this paper is supposed to be able to help the readers to gain more
knowledge about TEFL major.
Surakarta, September 15th 2017
The writers
First of all, thanks to Allah SWT because of His help, the writers could
finish writing the paper entitled “The Grammar Translation Method” right in the
calculated time. The purpose in writing this paper is to fulfill the assignment that
was given by Mr. Muntaha, M.Pd as the lecturer in Technique and Principles in
Language Teaching. The writers truly get a lot of challenges and obstructions in
arranging this paper. By getting enough help from many people, those
obstructions could pass.
The writers would say thank you to all the people who help during the
process. The writers realize that this paper still imperfect in arrangement and the
content. Thus, the writers look forward to the criticism from the readers so that it
can help the writer in improving the arrangement of the next paper. The last but
not the least, this paper is supposed to be able to help the readers to gain more
knowledge about TEFL major.
Surakarta, September 15th 2017
The writers
INTRODUCTION
English teachers have responsibility to decide which method that is easily
used to teach students in order to reach the goals of the teaching and learning
process. There are many methods that can be used to learn foreign language. One
of the methods is the Grammar-Translation Method. Larsen-Freeman in Mart
(2013: 103) states that the purpose of the grammar translation method was to help
students read and understand foreign language literature. It was an efficient way
of learning vocabulary and grammatical structures. 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. A significant role of this
method is translating one language into the other. In this method mastery of the
grammatical rules and vocabulary knowledge are emphasized; therefore. It has
been hoped that learning is facilitated.
Fish in Mart (2013: 103) says in order to communicate accurately,
meaningfully, and appropriately skills and practice students need are provided
using the grammar translation method. Reading and writing are the primary skills
students develop in this method; moreover, translation activities will supply
student’ clarity and they will have the opportunity to improve accuracy in the
target language. When students can cover form and meaning their language
awareness will raise, and they will enhance their abilities to study independently.
Vienne also points out in Mart (2013: 103) that translation activities will raise
awareness not only of the mother tongue and the foreign language, but also of the
two cultures.
According to Hell in Mart (2013: 103), the Grammar-Translation method
has been considered useful for students in second language acquisition in that it
enriches one’s vocabulary, increases the number of figures of speech one can use,
develops the ability of interpretation, and through the imitation of the best writers
it makes us able to produce similarly good texts, because translation forces us to
notice such details as would escape the attention of a simple reader.
DISCUSSION
A. The History of Grammar Translation Method
Brown in Chang (2011: 15) explains about the history of the method. In
the Western world, “foreign” language learning in schools was synonymous
with the learning of Latin or Greek. Latin, thought to promote intellectuality
through “mental gymnastics”, was only until relatively recently held to be
indispensable to an adequate higher education. Latin was taught by means of
what has been called the Classical Method: focus on grammatical rules,
memorization of vocabulary and of various declensions and conjugations
translation of texts, doing written exercises.
As other languages began to be taught in educational institutions in the
eighteenth and nineteenth centuries, the Classical Method was adopted as the
chief means for teaching foreign languages. Little thought was given to
teaching oral use of languages. After all, languages were not being taught
primarily to learn oral/aural communication but to learn for the sake of being
“scholarly” or, in some instances, for gaining a reading proficiency in a
foreign language. Since there was little if any theoretical research on second
language acquisition in general, or on the acquisition of reading proficiency,
foreign languages were taught as any other skill was taught. In the nineteenth
century, the Classical Method came to be known as the Grammar Translation
Method. Grammar-Translation Method began in Germany, or more
accurately, Prussia, at the end of the eighteenth century and established an
almost impregnable position as the favoured methodology of the Prussia
Gymnasien after their expansion in the early years of the nineteenth century.
The origins of the method do not lie in an attempt to teach languages by
grammar and translation, these were taken for granted anyway. The original
motivation was reformist, the traditional scholastic approach among
individual learners in the eighteenth century had been to acquire learners a
reading knowledge of foreign languages by studying a grammar and applying
this knowledge to the interpretation of texts with the use of a dictionary. Most of them were highly educated men and women who were trained in classical
grammar and knew how to apply the familiar categories to new languages.
However scholastic methods of this kind were not well suited to the
capabilities of younger school pupils and, moreover, they were self-study
methods which were inappropriate for group teaching in the classroom.
The Grammar-Translation Method was an attempt to adapt these traditions to
the circumstances and requirements of schools. Its principal aim was to make
language learning easier. The central feature was the replacement of
traditional texts by exemplary sentences. Grammar-Translation was the
offspring of German scholarship. According to one of its less charitable
critics, W H.D Rouse in Chang (2011: 15) was “to know everything about
something rather than the thing itself”.
B. The Principles of Grammar Translation Method
Richards and Rodgers Heydari Asl (2015: 18-19) sum up the principal
characteristics of the Grammar-Translation Method as follows:
1. The goal of foreign language learning through the Grammar Translation
Method was to read its literature and either to benefit from the 'mental
discipline' or from the 'mental discipline' and' intellectual development'
that are the direct results and' intellectual development' that are the direct
results at this point, emphasize that the language could be learnt through
its grammar rules, and further, an application of these rules in translation.
This in turn automatically leads one to the conclusion that language
learning is nothing but simple memorization of rules and facts.
2. Reading and writing (which eventually means translation) skills were
given the major role to play whereas the speaking skill was paid little or no
attention.
3. Memorization and translation were used as means of learning a language.
Words, however, were taught through bilingual word lists.
4. The sentence as a unit was taken into consideration as a distinguishing part,
in this method. The reason was a distinguishing part, in this method. The reason was simply because the grammar was illustrated through the
sentence which later on was translated.
5. Accuracy was emphasized throughout the method and a high standard was
demanded.
6. Grammar was taught through a deductive method. Rules were presented
and learners were given a chance to study and practice the rules and the
practice as we know was dependent more on translation exercises.
7. The mother tongue of the learner was used as a medium of instruction.
C. The Techniques of Grammar Translation Method
Larsen-Freeman (2003: 19-20) provides typical techniques associated
with the Grammar Translation Method as follows:
1. Translation of a literary passage
Students translate a reading passage from the target language into their
native language. The reading passage focuses on several classes:
vocabulary and grammatical structures in the passage. The passage may be
excerpted from some work from the target language literature, or a teacher
may write a passage carefully designed to include particular grammar rules
and vocabulary. The translation may be written or spoken or both.
Students should not translate idioms and the like literally, but rather in a
way that shows that they understand their meaning.
2. Reading comprehension questions
Students answer questions in the target language based on their
understanding of the reading passage. The questions are sequenced so that
the first group of questions asks for information contained within the
reading passage.
3. Antonyms/synonyms
Students are given one set of words and are asked to find antonyms in
the reading passage. Students could also be asked to find synonyms for a
particular set of words. Students might be asked to define a set of words
based on their understanding of them as they occur in the reading passage.
4. Cognates
Students are taught to recognize cognates by learning the spelling or
sound patterns that correspond between the languages. Students are also
asked to memorize words that look like cognates but have meanings in the
target language that are different from those in the native language.
5. Deductive application of rule
Grammar rules are presented with examples. Exceptions to each rule
are also noted. Once students understand a rule, they are asked to apply it
to some different examples.
6. Fill-in-the-blanks
Students are given a series of sentences with words missing. They fill
in the blanks with new vocabulary items or with items of a particular
grammar type, such as prepositions or verbs with different tenses.
7. Memorization
Students are given lists of target language vocabulary words and their
native language equivalents and are asked to memorize them. Students are
also required to memorize grammatical rules and grammatical paradigms
such as verb conjugations.
8. Use words in sentences
In order to show that students understand the meaning and use of a
new vocabulary item, they make up sentences in which they use the new
words.
9. Composition
The teacher gives the students a topic to write about in the target
language. The topic is based upon some aspect of the reading passage of
the lesson. Sometimes, instead of creating a composition, students are
asked to prepare a précis of the reading passage.
D. The Key Features of Grammar Translation Method
According to Prator and Celce-Murcia in Esmaeil Heydari Asl (2015)
the key features of the Grammar-Translation Method are as follows:�
1. Classes are taught in the mother tongue, with little active use of the target
language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together, and instruction
often focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as exercises
in grammatical analysis.
7. Often the only drills are exercises in translating disconnected sentences
from the target language into the mother tongue.
8. Little or no attention is given to pronunciation.
E. The Advantages of Grammar Translation Method
The Grammar Translation Method has been practiced so widely and has
survived so long for its main advantages. First, as many schools still have
classes with large number of students, GTM with its focus on teacher
centeredness is cost-effective and appropriate. Next, its main technique,
translation into learner's L1, along with some sort of accuracy in
understanding synonyms helps meaning to be clarified and the possibility of
any misinterpretation or misunderstanding removed. Further, this method
saves a lot of time because via translation from one language into another the
meanings, words and phrases of the target language would quickly be
explained. So, even teachers who are not fluent in L2 can teach through this
method. Finally, teachers are less challenged because the students understand,
and will not have any problems in responding the comprehension questions
asked in the first language. This helps teachers to understand whether the
students have learned what they were taught or not (Esmaeil Heydari Asl, et
al, 2015: 20).
F. The Disadvantages of Grammar Translation Method
There have been various disadvantages of the use of the grammar
translation method for the teaching of modern languages as follows (Esmaeil
Heydari Asl, et al, 2015: 20):
1. Speaking and understanding are more important for learners of modern
languages than reading and writing. However, the grammar translation
method prefers written language to spoken language.
2. This method uses a graded grammatical syllabus and learners must
gradually accumulate and accurate command of each item in the syllabus.
This may be a big disadvantage for learners who want to start using the
language straight away.
3. Learning through exposure, experience and use is preferred nowadays. But
grammar translation method uses conscious memorization of grammar
rules or vocabulary instead.
4. The teacher and the learners speak mainly in their mother tongue. But the
last experience shows that the target language should be used as much as
possible.
5. The teacher plays a very prominent role and learners interact with the
teacher, not with each other. Nowadays it is recommended that learners
should make their own discoveries independently. They should be able to
co-operate as well.
6. At present it is believed that translation, a basic technique in the Grammar
Translation Method, is not the best way how to learn a new language. It is
better to think in that language instead.
7. The Grammar Translation Method insists on accuracy. However,
nowadays it is believed that fluency is more important.
CONCLUSION
The Grammar-Translation method has a supportive role in foreign language
learning, and allows students to notice the differences and similarities between L1
and L2 that will make the students understand the language system better. The
method is cost-effective and appropriate to use in the class which consists of
many students because this method saves a lot of time via translation from one
language into other meanings, words and phrases of the target language that
would quickly be explained. It also helps meaning to be clarified and there is no
possibility of misunderstanding. Because the learning process is clearer, thus
accuracy will be acquired by students. The Grammar-Translation method mostly
concerns in reading and writing skills because there is almost no speaking and
listening skills required in using this method so that the students barely improve
the other two skills as the teacher decides to use this method to teach English. �
BIBLIOGRAPHY
Asl, Esmaeil Heydari et al. 2015. Comparative Study of Grammar Translation
Method (GTM) and Communicative Language Teaching (CLT) in
Language Teaching Methodology. International Journal Science and
Research Methodology-Human Journal 1(3), 16-25.
Chang, Shih-Chuan. 2011. A Contrastive Study of Grammar Translation Method
and Communicative Approach in Teaching English Grammar. English
Language Teaching 4(2), 13-24.
Larsen-Freeman, Diane. 2003. Technique and Principles in Language Teaching.
Second Edition. New York: Oxford University Press.
Mart, Cagri Tugrul. 2013. The Grammar-Translation Method and the Use of
Translation to Facilitate Learning in ESL Classes. Journal of Advances in
English Language Teaching 4(1), 103-105. �
English teachers have responsibility to decide which method that is easily
used to teach students in order to reach the goals of the teaching and learning
process. There are many methods that can be used to learn foreign language. One
of the methods is the Grammar-Translation Method. Larsen-Freeman in Mart
(2013: 103) states that the purpose of the grammar translation method was to help
students read and understand foreign language literature. It was an efficient way
of learning vocabulary and grammatical structures. 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. A significant role of this
method is translating one language into the other. In this method mastery of the
grammatical rules and vocabulary knowledge are emphasized; therefore. It has
been hoped that learning is facilitated.
Fish in Mart (2013: 103) says in order to communicate accurately,
meaningfully, and appropriately skills and practice students need are provided
using the grammar translation method. Reading and writing are the primary skills
students develop in this method; moreover, translation activities will supply
student’ clarity and they will have the opportunity to improve accuracy in the
target language. When students can cover form and meaning their language
awareness will raise, and they will enhance their abilities to study independently.
Vienne also points out in Mart (2013: 103) that translation activities will raise
awareness not only of the mother tongue and the foreign language, but also of the
two cultures.
According to Hell in Mart (2013: 103), the Grammar-Translation method
has been considered useful for students in second language acquisition in that it
enriches one’s vocabulary, increases the number of figures of speech one can use,
develops the ability of interpretation, and through the imitation of the best writers
it makes us able to produce similarly good texts, because translation forces us to
notice such details as would escape the attention of a simple reader.
DISCUSSION
A. The History of Grammar Translation Method
Brown in Chang (2011: 15) explains about the history of the method. In
the Western world, “foreign” language learning in schools was synonymous
with the learning of Latin or Greek. Latin, thought to promote intellectuality
through “mental gymnastics”, was only until relatively recently held to be
indispensable to an adequate higher education. Latin was taught by means of
what has been called the Classical Method: focus on grammatical rules,
memorization of vocabulary and of various declensions and conjugations
translation of texts, doing written exercises.
As other languages began to be taught in educational institutions in the
eighteenth and nineteenth centuries, the Classical Method was adopted as the
chief means for teaching foreign languages. Little thought was given to
teaching oral use of languages. After all, languages were not being taught
primarily to learn oral/aural communication but to learn for the sake of being
“scholarly” or, in some instances, for gaining a reading proficiency in a
foreign language. Since there was little if any theoretical research on second
language acquisition in general, or on the acquisition of reading proficiency,
foreign languages were taught as any other skill was taught. In the nineteenth
century, the Classical Method came to be known as the Grammar Translation
Method. Grammar-Translation Method began in Germany, or more
accurately, Prussia, at the end of the eighteenth century and established an
almost impregnable position as the favoured methodology of the Prussia
Gymnasien after their expansion in the early years of the nineteenth century.
The origins of the method do not lie in an attempt to teach languages by
grammar and translation, these were taken for granted anyway. The original
motivation was reformist, the traditional scholastic approach among
individual learners in the eighteenth century had been to acquire learners a
reading knowledge of foreign languages by studying a grammar and applying
this knowledge to the interpretation of texts with the use of a dictionary. Most of them were highly educated men and women who were trained in classical
grammar and knew how to apply the familiar categories to new languages.
However scholastic methods of this kind were not well suited to the
capabilities of younger school pupils and, moreover, they were self-study
methods which were inappropriate for group teaching in the classroom.
The Grammar-Translation Method was an attempt to adapt these traditions to
the circumstances and requirements of schools. Its principal aim was to make
language learning easier. The central feature was the replacement of
traditional texts by exemplary sentences. Grammar-Translation was the
offspring of German scholarship. According to one of its less charitable
critics, W H.D Rouse in Chang (2011: 15) was “to know everything about
something rather than the thing itself”.
B. The Principles of Grammar Translation Method
Richards and Rodgers Heydari Asl (2015: 18-19) sum up the principal
characteristics of the Grammar-Translation Method as follows:
1. The goal of foreign language learning through the Grammar Translation
Method was to read its literature and either to benefit from the 'mental
discipline' or from the 'mental discipline' and' intellectual development'
that are the direct results and' intellectual development' that are the direct
results at this point, emphasize that the language could be learnt through
its grammar rules, and further, an application of these rules in translation.
This in turn automatically leads one to the conclusion that language
learning is nothing but simple memorization of rules and facts.
2. Reading and writing (which eventually means translation) skills were
given the major role to play whereas the speaking skill was paid little or no
attention.
3. Memorization and translation were used as means of learning a language.
Words, however, were taught through bilingual word lists.
4. The sentence as a unit was taken into consideration as a distinguishing part,
in this method. The reason was a distinguishing part, in this method. The reason was simply because the grammar was illustrated through the
sentence which later on was translated.
5. Accuracy was emphasized throughout the method and a high standard was
demanded.
6. Grammar was taught through a deductive method. Rules were presented
and learners were given a chance to study and practice the rules and the
practice as we know was dependent more on translation exercises.
7. The mother tongue of the learner was used as a medium of instruction.
C. The Techniques of Grammar Translation Method
Larsen-Freeman (2003: 19-20) provides typical techniques associated
with the Grammar Translation Method as follows:
1. Translation of a literary passage
Students translate a reading passage from the target language into their
native language. The reading passage focuses on several classes:
vocabulary and grammatical structures in the passage. The passage may be
excerpted from some work from the target language literature, or a teacher
may write a passage carefully designed to include particular grammar rules
and vocabulary. The translation may be written or spoken or both.
Students should not translate idioms and the like literally, but rather in a
way that shows that they understand their meaning.
2. Reading comprehension questions
Students answer questions in the target language based on their
understanding of the reading passage. The questions are sequenced so that
the first group of questions asks for information contained within the
reading passage.
3. Antonyms/synonyms
Students are given one set of words and are asked to find antonyms in
the reading passage. Students could also be asked to find synonyms for a
particular set of words. Students might be asked to define a set of words
based on their understanding of them as they occur in the reading passage.
4. Cognates
Students are taught to recognize cognates by learning the spelling or
sound patterns that correspond between the languages. Students are also
asked to memorize words that look like cognates but have meanings in the
target language that are different from those in the native language.
5. Deductive application of rule
Grammar rules are presented with examples. Exceptions to each rule
are also noted. Once students understand a rule, they are asked to apply it
to some different examples.
6. Fill-in-the-blanks
Students are given a series of sentences with words missing. They fill
in the blanks with new vocabulary items or with items of a particular
grammar type, such as prepositions or verbs with different tenses.
7. Memorization
Students are given lists of target language vocabulary words and their
native language equivalents and are asked to memorize them. Students are
also required to memorize grammatical rules and grammatical paradigms
such as verb conjugations.
8. Use words in sentences
In order to show that students understand the meaning and use of a
new vocabulary item, they make up sentences in which they use the new
words.
9. Composition
The teacher gives the students a topic to write about in the target
language. The topic is based upon some aspect of the reading passage of
the lesson. Sometimes, instead of creating a composition, students are
asked to prepare a précis of the reading passage.
D. The Key Features of Grammar Translation Method
According to Prator and Celce-Murcia in Esmaeil Heydari Asl (2015)
the key features of the Grammar-Translation Method are as follows:�
1. Classes are taught in the mother tongue, with little active use of the target
language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together, and instruction
often focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as exercises
in grammatical analysis.
7. Often the only drills are exercises in translating disconnected sentences
from the target language into the mother tongue.
8. Little or no attention is given to pronunciation.
E. The Advantages of Grammar Translation Method
The Grammar Translation Method has been practiced so widely and has
survived so long for its main advantages. First, as many schools still have
classes with large number of students, GTM with its focus on teacher
centeredness is cost-effective and appropriate. Next, its main technique,
translation into learner's L1, along with some sort of accuracy in
understanding synonyms helps meaning to be clarified and the possibility of
any misinterpretation or misunderstanding removed. Further, this method
saves a lot of time because via translation from one language into another the
meanings, words and phrases of the target language would quickly be
explained. So, even teachers who are not fluent in L2 can teach through this
method. Finally, teachers are less challenged because the students understand,
and will not have any problems in responding the comprehension questions
asked in the first language. This helps teachers to understand whether the
students have learned what they were taught or not (Esmaeil Heydari Asl, et
al, 2015: 20).
F. The Disadvantages of Grammar Translation Method
There have been various disadvantages of the use of the grammar
translation method for the teaching of modern languages as follows (Esmaeil
Heydari Asl, et al, 2015: 20):
1. Speaking and understanding are more important for learners of modern
languages than reading and writing. However, the grammar translation
method prefers written language to spoken language.
2. This method uses a graded grammatical syllabus and learners must
gradually accumulate and accurate command of each item in the syllabus.
This may be a big disadvantage for learners who want to start using the
language straight away.
3. Learning through exposure, experience and use is preferred nowadays. But
grammar translation method uses conscious memorization of grammar
rules or vocabulary instead.
4. The teacher and the learners speak mainly in their mother tongue. But the
last experience shows that the target language should be used as much as
possible.
5. The teacher plays a very prominent role and learners interact with the
teacher, not with each other. Nowadays it is recommended that learners
should make their own discoveries independently. They should be able to
co-operate as well.
6. At present it is believed that translation, a basic technique in the Grammar
Translation Method, is not the best way how to learn a new language. It is
better to think in that language instead.
7. The Grammar Translation Method insists on accuracy. However,
nowadays it is believed that fluency is more important.
CONCLUSION
The Grammar-Translation method has a supportive role in foreign language
learning, and allows students to notice the differences and similarities between L1
and L2 that will make the students understand the language system better. The
method is cost-effective and appropriate to use in the class which consists of
many students because this method saves a lot of time via translation from one
language into other meanings, words and phrases of the target language that
would quickly be explained. It also helps meaning to be clarified and there is no
possibility of misunderstanding. Because the learning process is clearer, thus
accuracy will be acquired by students. The Grammar-Translation method mostly
concerns in reading and writing skills because there is almost no speaking and
listening skills required in using this method so that the students barely improve
the other two skills as the teacher decides to use this method to teach English. �
BIBLIOGRAPHY
Asl, Esmaeil Heydari et al. 2015. Comparative Study of Grammar Translation
Method (GTM) and Communicative Language Teaching (CLT) in
Language Teaching Methodology. International Journal Science and
Research Methodology-Human Journal 1(3), 16-25.
Chang, Shih-Chuan. 2011. A Contrastive Study of Grammar Translation Method
and Communicative Approach in Teaching English Grammar. English
Language Teaching 4(2), 13-24.
Larsen-Freeman, Diane. 2003. Technique and Principles in Language Teaching.
Second Edition. New York: Oxford University Press.
Mart, Cagri Tugrul. 2013. The Grammar-Translation Method and the Use of
Translation to Facilitate Learning in ESL Classes. Journal of Advances in
English Language Teaching 4(1), 103-105. �
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