Chapter 5

The Grammar-Translation
Method
Phan Mạnh Tân
Lê Thị Thu
Dương Thị Ly
Ngô Thị Nga
Nguyễn Thị Thêm Hồng
Hoàng Yên Chi
Vinh university, 2011
The Grammar-Translation Method
5.1. Background
5.2. Characteristics
5.3. Typical techniques
5.4. Conclusion
Background
First known in the United States  as the Prussian Method
Beginning in Germany ,or more accurately, Prussia, at the end of the eighteenth century
The offspring of German scholarship
Known as the classical Method, used to teach Latin with the prime objectives :
Learning how to read classical Latin texts.
Understanding the fundamentals.
Gaining insights into some important foreign influences.
Dominating European and foreign language teaching from the 1840s to the 1940s.
Continuing to be widely used in some parts of the world today.
5.2 Characteristics (1/8)
1. The goal of foreign language study :
To read its literature
To benefit from the mental discipline and intellectual development
To analyze rules before translating
Example:
The Titanic was on its maiden voyage America in 1912 when it struck an iceberg and sank. Of its 2,300 passengers ,more than two-thirds were drowned. Because the titanic was thought to be virtually unsinkable, no one was prepared for the tragedy. There was total panic as very few of the passengers had bothered to learn the necessary drill in the event of trouble . There was severe shortage of lifeboats and those that were launched were still half-empty. The one point of calm was to be found in the ballroom where the band carried on playing right to the very end.
Vocabulary:
Voyage: (n) cuộc hành trình dài
Maiden: (adj) đầu tiên
Maiden voyage: cuộc vượt biên đầu tiên( của một chiếc tàu)
Virtually: (adv) thực sự
Iceberg: (n) tảng băng trôi
Lifeboat: (n) tàu cứu đắm
5.2 Characteristic(2/8)
2. Language skills:
Reading and writing : focus
Speaking or listening: little or no systematic attention.
Vocabulary:
Selecting on the reading texts used.
Teaching words through bilingual word lists, dictionary study, and memorization.
Pronunciation: little or no attention.
5.2 Characteristic(3/8)
4. Sentence:
Basic unit of teaching and language practice
Being translated into and out of the target language
5. Accuracy is emphasized:
Students: expected to attain high standards in translation.

6. Grammar
Taught deductively: presentation and study of grammar rules → practice through translation exercises
5.2 Characteristic(4/8)
5.2 Characteristic(4/8)

7. Language learning:
By memorization of rules and manipulation of the morphology and syntax of the foreign language.
5.2 Characteristic(4/8)

8. Medium of instruction in class: student’s native language
Explaining new items
Making comparisons between the foreign language and the student’s native language.
Eg: He is a handsome boy
-> Anh ta là một anh chàng đẹp trai
Using of the target language: little active
Clearifying the meaning of the target language by translating it into the student’s native language.
Key features(1/2)
According to Prator and Celce-Murcia (1979), the Grammar Translation Method :
(1) Teaching in the mother tongue.
(2) Teaching vocabulary in the form of lists of isolated words.
(3) Long explanation of the intricacies of grammar: given.
(4) Instruction the rules for putting words together: focuses
Key feature (2/2)
(5) Reading of difficult classical texts: begun early.
(6) The content of texts: pay little attention
(7) The exercises in translating disconnected sentences from the target language into the mother tongue.
(8) Pronunciation: little or no attention
5.3. Typical Techniques
5.3.1 Translation of a literary passage
5.3.2 Reading comprehension question
5.3.3 Antonyms / synonyms
5.3.4 Cognates
Example
Billy is very small, and he likes painting so much. One day, Billy’s mother gave him a small blackboard, some pieces of chalk and a duster. He liked those very much. He was trying to draw a picture of his father on the blackboard. He drew lines and rubbed them out, drew more and rubbed those out too for ten minutes, but when he looked at his picture, he was not happy.
“ well”, he said at last to his mum ; “ I will put a tail on it and make it a monkey”.
Reading comprehension questions.
B. Answer these questions.
What did Billy’s mother give him?
What happened then?
If you were Billy’s mother, what would you say?
If you were Billy’s father, what would you say?
Antonyms/Synonyms
C. Find words which mean the opposite of
1. Happy. 2. give. 3. tail.
Find the words which mean the same of
1.Rub. 2. draw 3. black.
Suggestions:
Happy >< unhappy. Tail >< head.
Give >< take
Rub = wipe. Draw = paint. Black = dark.
Cognates
Look at these sentences
His father was at the his company’s meeting.
Tối nay mẹ em phải đi meeting.
Internet is greatest invention of human.
Sinh viên có thể tìm được nhiều tài liệu từ internet.
5.3. Typical techniques
5.3.5. Deductive Application of Rule:
Understanding grammar rules and their exception → applying to new examples.
5.3.6. Fill in blanks:
Filling in gaps in sentences with words or items
of a particular grammar type.
5.3. Typical techniques

5.3.7. Memorization:
Memorizing vocabulary lists, grammatical rules and grammatical paradigms.

5.3.8. Use words in sentences:
Students create sentences to illustrate they know the meaning and use of new words.
5.3. Typical techniques

5.3.9. Composition
Students write about a topic using the target language
5.4 Conclusion (1/4)
1. Benefits
Requiring few specialized skills on the teacher.
Saving teacher’s labor .
Least stressful for students.
Grammar _ Translation Method:
5.4 Conclusion (2/4)
Translation: easily and shortly to explain the meaning of the words and phrases.
Grammar rules and Translation test: easy to construct and can be objectively scored.
5.4 Conclusion (3/4)
2. Drawbacks
An unnatural method:
Less learners’ motivation
Very little opportunity for communicative exchange.
5.4 Conclusion (4/4)
Thank for your attention!