THE GRAMMAR TRANSLATION METHOD Diane Larsen-Freeman

According to Prator and Celce-Murcia (1979:3), 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.

Diane Larsen-Freeman, in her book Techniques and Principles in Language Teaching (2000:19-21) provides expanded descriptions of some common/typical techniques closely associated with the Grammar Translation Method. The listing here is in summary form only.

(1) Translation of a Literary Passage (Translating target language to native language) (2) Reading Comprehension Questions (Finding information in a passage, making inferences and relating to personal experience)

(3) Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words) (4) Cognates (Learning spelling/sound patterns that correspond between L1 and the target language)

(5) Deductive Application of Rule (Understanding grammar rules and their exceptions, then applying them to new examples) (6) Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type)

(7) Memorization (Memorizing vocabulary lists, grammatical rules and grammatical paradigms) (8) Use Words in Sentences (Students create sentences to illustrate they know the meaning and use of new words) (9) Composition (Students write about a topic using the target language)

Which is the goal of this method? *Real goal of Learning L2 is to be able to read literature *To read literature, students need to learn grammar rules and vocabulary *Studying a foreign language provides good mental exercise

What is the teacher’s role in GTM? Authority Teacher’s lectures (teacher centered)

WHAT IS THE ROLE OF THE STUDENTS IN GTM? There is little if any interaction Students do what teacher says Students are passive

How does the teacher deal with students’ feelings? This method does not pay attention to students’ feelings or emotions while learning a second language

View of Language *Literary language is superior to spoken language View of Culture *Limited to literature & fine arts of L2 Emphasis on areas of language *Vocabulary and grammar(teaching the form) = form based Emphasis on language skills *Reading and writing *Little attention to listening, pronunciation and speaking

What’s the Role of L1. Classroom language is L1 What’s the Role of L1? *Classroom language is L1 *Meaning of L2 is made clear by translation into L1 Evaluation *Written tests ( students translate from L1 to L2, L2 to L1) *Questions about L2 and applying grammar rules Teacher’s response to Students' errors *Incorrect answers are corrected by the teacher  immediately *It is important that students get the correct answers.

Techniques. Translation of a literary passage from L1-L2 or L2-L1 Techniques *Translation of a literary passage from L1-L2 or L2-L1 *Reading comprehension questions *İnformation questions *Comprehension questions (making inferences)about their own experience *Cognates memorization (meaning-spelling) *Antonyms-synonyms (words are from L1)

*Grammar rules are given with examples    -Exceptions stated directly    - Students use grammar rules in        - examples    - memorization (vocabulary, grammar rules) *They use the new words in sentences to show they understand their meaning. *Writing compositions in the target language about a given topic.