Transcript REVIEWING THE PRINCIPLES

Chapter 2
The Grammar-Translation Method
(GTM)
Textbook:
Larsen-Freeman, D. (2000). Techniques and Principles in
Language Teaching. (2th ed.). Oxford University Press.
Background
• Classical Method
- first used in teaching Latin and Greek
- read and appreciate foreign literature
• The study of the grammar
• Exercise mental muscle
- help students growing intellectually
Objectives
• Memorizing verb forms, grammar rules, and
vocabulary.
• Ability to read the text (literature).
• Translating from L1 to L2 and from L2 to L1.
(L1=native language / L2= target language)
• To develop reading and writing skills.
• Providing students good mental exercise.
Observations
• Reading classical texts at beginning.
• Classes are taught in the native language.
• Students need to translate from one language
to another.
• Much vocabulary is introduced in the form of
lists of isolated words.
• Emphasizing the written language.
• Instruction focuses on the grammar rules.
Characteristics
• Literary language is superior to spoken language.
• Successful learners = To translate each language
into the other.
• The primary skills are reading and writing.
• To find native language equivalents for target
language words.
• To learn about the rules of TG.
• Ss should memorize verb conjugations and forms.
Teacher’s Role
• Traditional instructor.
• The authority in the classroom.
• What does the teacher do?
- explain
- translate
- conduct practices
- correct mistakes
Learner’s Role
• Do as the teacher says.
• Learners interact with the teacher, not with
each other.
• What does the student do?
- translate
- study words and rules
- memorize
REVIEWING THE
PRINCIPLES
Answering the ten questions
1. What are the goals of teachers who use
the Grammar-Translation Method?
＊To be able to read literature
＊To translate from one language to another
＊To develop students’ minds
2. What is the role of the teacher?
What is the role of the students?
• The teacher is the authority
• The students do as the teacher says
3. What are some characteristics of the
teaching/learning process?
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use the students’ native language
Translate from one language to another
Students study grammar deductively
Students memorize vocabulary and
grammar rules
4.What is the nature of student-teacher interaction?
What is the nature of student-student interaction?
• Most of the interaction in the classroom is
from the teacher to the students.
• Little student-student interaction
5. How are the feelings of the students
dealt with?
NO
6. How is the language viewed?
How is culture viewed?
• Literary language is considered superior to
spoken language.
• Culture is viewed as consisting of literature
and the fine arts.
7. What areas of language are emphasized?
What language skills are emphasized?
• Vocabulary and grammar
• Reading and writing
8. What is the role of the students’
native language?
• The language that is used in class is mostly
the students’ native language.
9. How is evaluation accomplished?
Written tests
1. Translation
2. Question about the target culture
3. Questions about the application of
grammar
10. How does the teacher respond to
student errors?
• Having the students get the correct answer
is considered very important.
REVIEWING THE
TECHNIQUES(1)
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Translation of a literary passage
Reading comprehension questions
Antonyms/synonyms
Cognates :
Deductive application of rule
REVIEWING THE
TECHNIQUES(2)
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Fill-in-the-blank
Memorization
Use words in sentences
Composition
Cognates
• Spanish students learn that Spanish ‘-dad’
corresponds to ‘-ty’ of English as in realidad reality.
Deductive application of rule
• Grammar rule : two-word verbs－turn up
wake up get on
put away
John put away his book.
John put his book away./ John put it away.
memorization
• Vocabulary item : ambition＝野心；
career＝職業
• Verb conjugation：drink drank drunk