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The Grammar-Translation Method (GTM) (1890s-1930s)
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Influence of Teaching of Latin/Greek
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*the Prussian Method (1845, The ciceronian or the Prussian Method of Teaching the Elements of
the Latin Language...by B. Sears
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Background
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For centuries, GTM has clearly been the most common language teaching method, especially for
Latin and Greek (G & G).
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Until the middle part of the 20th-c., it was also commonly used to teach modern languages as
well.
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It was initially employed for the acquisition of the skills necessary to read and understand the
classical languages, (G & G).
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As neither of these languages was used for oral communication, the method was based upon
the written language.
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Background
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It aimed to help students understand L1 better through extensive analysis of grammar and
translation.
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Main Characteristics
1. Grammar is taught deductively—a meticulous/ careful analysis of the target written language,
translation is a common technique; extensive memorization of vocabulary, rules, grammatical
paradigms and verb conjugations.
2. Nature of the learner-teacher interaction. Primarily from teacher to students; little student initiation
and little student-student interaction.
3. Vocabulary—learnt from bilingual word lists– isolated words and grammar are primary areas; reading
& writing primary skills; little attention
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Main Characteristics
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to pronunciation, speaking/listening skills. the content of texts, which are treated as exercises in
grammatical analysis
4. Having learners get the correct answer is important; the teacher often supplies the correct answer
when students don't know it.
5. A paramount/chief use of translation exercises
6. The mother tongue is used as the medium of instruction, with little active use of the target language.
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Main Characteristics
7. Grammar provides the rule for putting words together, and instruction often focuses on the form and
inflection of words.
8. Reading of difficult classical texts is begun early.
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Theory of Language
1. Language is a system of rules—learned through literature—a formal system..
2. Literary language is superior to spoken language; culture is literature and the fine arts.
3. The learner’s L1 is the medium in class; translation is used to make meanings clear in the TL.
4. Languages can be compared and contrasted.
5. Structures, rules of grammar, sentence formation are what is considered.
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Theory of Learning
1. The learning process is conceived of as a process of memorizing rules & examples. The learner would
learn vocabulary & conjugations off by heart.
2. Language learning is primarily memorizing rules & facts to understand & manipulate structures of L.
3. Translation is used as a means of L learning.
4. Learning is facilitated through attention to similarities between TL and NL.
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Objectives (Goals)
1. Reading literature and doing translations in both directions. To do this, learners need grammar and
vocabulary.
2. The goal of foreign language study is to appreciate literature and increase mental capacity.
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The Syllabus
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Structural.
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From simple to more complex.
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Systematic presentation.
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Types of Learning & Teaching Activities
1. translation of literary passages;
2. reading comprehension questions;
3. use of antonyms/synonyms;
4. use of cognates (related in origin);
5. deductive application of a rule;
6. fill-in-the-blanks;
7. memorization;
8. use words in sentences; and
9. composition
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Teaching technique
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Students must first learn the rules & lists of vocabulary (bilingual lists). Once rules are learned,
“Let translation begin!”
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Translation quizzes verify acquisition.
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L1 and L2 are always compared.
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There are almost no speaking/listening opportunities. Most time is spent talking about language
rather than speaking language.
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Learner Roles
1. Learners would learn vocabulary & conjugations off by heart.
2. Learn the patterns/vocabulary
3. Tries to learn grammatical rules.
4. Read and write.
5. Translate.
6. Memorize rules.
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Language skills to emphasize
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Reading and writing
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Translation
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Teacher Roles
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Authority in the classroom directing the classroom activities, asking questions & setting tasks
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The medium instruction is NL.
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Grammar taught deductively.
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The Role of Instructional Materials
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In most versions of the method, grammar was taught deductively—i.e. the rule was announced
prior to the exercises.
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In some cases, it was taught inductively—i.e. learners were asked to puzzle over the exercises, &
expected to figure out the rules from the examples. However, grammar taught deductively. vs.
learning grammar inductively (more usually associated with more 'learner-centred' approaches)
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Provide samples of literature.
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Activities
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Grammatical exercises and translation.
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Vocabulary lists to memorize.
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Error Handling
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Mistakes are corrected immediately.
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Drawbacks
1. Text-bound and confined to only reading and writing; not a communicative activity because it involves
no oral interaction;
2. Not suitable for classroom work because students must do the writing on their own;
3. Time-consuming and wasteful;
4. Associated with ‘different language,’ with literary or scientific texts, & not suited to the general needs
of language learners.
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Drawbacks
5. Absolute use of mother tongue is undesirable;
6. Boring both to do and to correct.
7. Even if trained mind in logical thought, little evidence suggests this faculty is transferable to other
walks of life beyond the language classroom.
8. When is written translation of actual use to the learner? Only perhaps after school in industry,
commerce, foreign correspondence, advertising,
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Drawbacks
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export orders—European market. But how many pupils will actually end up here?
9. It gives pupils the wrong idea of what language is and of the relationship between languages—
grammar is language.
10. Language is seen as a collection or words isolated/independent & there must be a corresponding
word in the native tongue for each foreign word he learns.
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Drawbacks
11. The conception of language is neither upheld by linguistics nor based upon any formal psychology.
12. results in a lot ABOUT the language, but doesn’t result in the ability to speak the language.
13. Academic forms of language presented—grammar explanations are given in meticulous detail.
14. Few hypotheses covered.
15. Not good for oral proficiency.
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Drawbacks
16. No personalization or contextualization.
17. No interaction/communicative practice.
18. No cultural awareness.
19. There is a concern for accuracy.
20. Not proficiency oriented.
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Strengths
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It strongly encouraged language learning “by practice,” from translation exercises. Teachers also
found it an easy method to use.
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Use it with academically bright students with individual goals.
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Supplement it with other components of language and processes.