Grammar Translation

Method

HistoryOriginated from the practice of teaching

Latin.Originally used to teach LatinIn the early 1500s, Latin was the most

widely-studied foreign language

Used for helping students read and appreciate foreing language literature.

Develop by Karl Julius Ploetz

Karl Julius PloetzGerman authorBorn in BerlinDeveloped GTMHis technics valid until 20th century

IntroductionOne of traditional methodsClassical Method or Prussian MethodTeacher is activeFocuses on grammatical rules, memorization of vocabulary

GoalsDeveloping students’ reading ability.Developing students’ general mental

dicipline

CharacteristicsLessons start with a reading, then

grammar rule is definedReading and writing are major focusNo listening or speaking practiceLittle attention to pronunciation

Vocabulary selection is based on the reading texts, and words are taught through memorization

The meaning of words is given in NL

PrinciplesReadings are translated directly,

discussed in the NLAccuracy(grammatical correctness) is

emphasized Little attention to pronunciation

Teacher-centered classesTranslating L2-L1 or L1-L2 is importantStudents should be conscious of

grammatical rules of L2

SyllabusStructural syllabusOrder of the structures starts from

the easiest.

Teacher’s roleTeacher is active Starts activities and direct studentsCorrects errors strictly

Students’ roleStudents are passive receiversSupposed to memorise the rules and

vocabularies

InteractionTeacher-student interactionsRarely student-student interactions

TechniquesTranslation of a Literary PassageReading Comprehension QuestionsAntonyms/Synonyms Deductive Application of RuleFill in the blanksMemorizationUse Words in SentencesComposition

AdvantagesAn effective way for application of

grammar and sentence structureLeast stressful for students as they use

L1Useful for reading, writing and

translationAllows to use NLEasily applied by teachers

DisadvantagesLittle interaction between studentsSpeech is neglected as it lays on reading

and writing.It doesn’t give pattern practice.Less learners’ motivation.Create frustration

BibliographyTechniques and Principles in Language

Teaching – Diane Larsen – FreemanYabancı Dil Öğretimi – Özcan Demirel 4.Baskı www.teachingenglish.org.ukwww.teachingenglish.org.ukwww.nthuleen.comwww.dilforum.com

ECEM KARA 6150502001ESRA TİRYAKİ 1150502076