1. GRAMMAR-TRANSLATION METHOD
TOPIC 2 ELT APPROACHES, METHODS AND TECHNIQUES
TSLB3033PRINCIPLES AND PRACTICE IN ENGLISH LANGUAGE TEACHING
A method of foreign or second language teaching which makes
use of translation and grammar study as the main teaching and
learning activities. (Richard & Schmidt, 2002)
TEO WOON CHUN
2 PISMP TESL/PM (SJKC)

2. THE GRAMMAR TRANSLATION METHOD
(hereafter G-T Method)
• Also known as “Classical Method”
• This method focuses on:
• grammatical rules
• memorisation of vocabulary and of various
declensions and conjugations,
• translations of texts,
• written exercise.
(Brown, 2007, p.18)

3. History
• Dates back to Erasmus 1466-1536
• Originally used to teach Latin and Greek in late 19th
and early 20th centuries
• Earlier in 20th century, this method was used for
the purpose of helping students read and
appreciate foreign language literature.

4. What T-S Method for?
• To learn about the grammar rules and vocabulary of the target
language
• To be able to read literature written in the target language
• To provide students with good mental exercise which helps
develop their mind
(Larsen-Freeman, 2000)

5. What T-S Method for? (cont.)
• To help students reading and appreciating foreign language
literature
• To become more familiar with the grammar of their native
language through the study of the grammar of the target
language
• To help them speak and write their native language better
(Larsen-Freeman, 2000)

6. Focal skill(s)
• Vocabulary and grammar
• Reading and writing are the primary skills that students
work on.
• There is much less attention given to listening and
speaking.
• Pronunciation receives little, if any, attention.
(Larsen-Freeman, 2000)

7. Principles of G-T Method:
• Literary language is superior to spoken language.
Students’ study of the target culture is limited to its
literature and fine arts.
• An important goal is for language learners to be able to
translate each language into the other.
• The ability to communicate in the target language is not a
goal of foreign language instruction.
(Larsen-Freeman, 2000)

8. Principles of G-T Method (cont.):
• The primary skills to be developed are reading and
writing. Little attention is given to speaking and listening,
and almost none to pronunciation.
• The teacher is the authority in the classroom. It is very
important that students get the correct answer.
• It is possible to find native language equivalents for all
language words.
• Learning is facilitated through attention to the similarities
between the target language and the native language.
(Larsen-Freeman, 2000)

9. Principles of G-T Method (cont.):
• It is important for students to learn about the form of the
target language.
• Deductive application of an explicit grammar rule is a
useful pedagogical technique.
• Language learning provides good mental exercise.
• Student should be conscious of the grammatical rules of
the target language.
• Wherever possible, verb conjugations and other
grammatical paradigms should be committed to memory.
(Larsen-Freeman, 2000)

10. Characteristics of G-T Method:
• Classes are taught in the mother tongue, with little active
use of the target language.
• Much vocabulary is taught in the form of lists of isolated
words.
• Long, elaborate explanations of the intricacies of
grammar are given.
• Grammar provides the rules for putting words together,
and instruction often focuses on the form and inflection
of words.
(Prator & Celce-Murcia, 1979, p.3)

11. Characteristics of G-T Method (cont.):
• Reading of difficult classical texts is begun early.
• Little attention is paid to the content of texts, which are
treated as exercises in grammatical analysis.
• Often the only drills are exercises in translating
disconnected sentences from the target language into the
mother tongue.
• Little or no attention given to the pronunciation.
(Prator & Celce-Murcia, 1979, p.3)

12. Techniques
• Deductive application of rule
• Fill-in-the-blanks
• Memorisation
• Use words in sentences
• Composition
• Translation of a literary passage
• Reading comprehension questions
• Antonyms/ Synonyms
• Cognates
(Larsen-Freeman, 2000)

13. REFERENCES
Brown, H. D. (2007). Teaching by principles: An interactive approach to
language pedagogy (3rd ed.). United States of America:
Pearson Education.
Elizabeth, L. G. C., Subramaniam, V., & Norzilah bt. Mohd. Zain. (2011).
Modul English language teaching methodology. Cyberjaya:
Institut Pendidikan Guru Malaysia.
Larsen-Freeman, D. (2000). Techniques and principles in language
teaching (2nd ed.). Oxford: Oxford University Press.