GRAMMAR TRANSLATION METHOD

ESHITA BANERJEE UG SEM 1 BANKURA CHRISTIAN COLLEGE

SOME PRINCIPLES OF GRAMMAR TRANSLATION METHOD

Emphasis is on reading and writing consequently.
Rote learning is encouraged.
L1 is used while teaching.
Learners learn grammar rules deductively.
Translation from L1 to L2 Is common.
Textbook is the only teaching-learning material.
Vocabulary is taught in the form of lists of isolated words.

DEMERITS
I. Translation exercises were all sentence-based and not text or discourse-based
II. Spoken English or the oral fluency was neglected .
III. There was a mass, often a confusing mass of grammatical rules and exceptions and explanations
IV. There was an absence of any feeling for people who use languages and changing social conditions.
V. The learner does not play an active role in the use of the target language. His/ her role is rather passive.
VI. It does not build confidence in the learners.
VII. The learner is exposed only to literary language.
VIII. Communication skill is neglected with little attention to correct pronunciation.

MERITS
I. Students are exposed to religious or literary content and texts of reputed authors.
II. Convenient for the learners to follow since the medium of teaching was the vernacular.
III. Translation of new words provides clear understanding to the learner.
IV. The philosophical principle node to unknown is followed. Hence, the learners easily comprehend teaching points.
V. The teacher is relaxed while teaching as the efforts she has to put in is minimal.
VI. Study of etymology of words backed by the historical and linguistic tradition.
VII. It makes the concept more clear and new words, phrases, and vocabulary is introduced.
VIII. It promotes the skills of reading and writing effectively.

CONCLUSION
The Grammar Translation Method has a rich history that can be traced back to the Renaissance and was widely used for
centuries, especially for teaching classical languages. While it has largely been replaced by more communicative language
teaching method for modern languages, it still has relevance in specific educational settings and for certain language
learning goals. However it is generally not recommended as the sole method for teaching modern languages, as it tends to
neglect speaking and listening skills, Which are essential for real life communication. Modern language teaching approaches
often prioritize communicative competence, where students learn to use the language for practical purposes in real - world
context .
 GRAMMAR TRANSLATION METHOD
ESHITA BANERJEE UG SEM 1 BANKURA CHRISTIAN COLLEGE

GENESIS
1. It began in Prussia (Germany) at the end of the 18 th century.
2. Very popular with European and foreign language teaching from the 1840s to the 1940s.
3. Some leading exponents were J. Seidenstucker, Karl Plotz, H S Ollendorf and J. Meidinger – all German scholars.
4. The earliest grammar translation course for El T was written in 1793 by J.C. Fick , published in south Germany. It
was called A Practical Course In English For Germans.
5. Each contained exercises of various kinds, particularly exercises for translating sentences into the foreign language.

WHAT IS GRAMMAR TRANSLATION METHOD ?

 It is also called ‘ The Classical Method ’, ‘ The Traditional Method ’ , ‘ Grammar School Method ’ or ‘ The Prussian
School Method ’.
 It is an old and traditional approach to language teaching that has been used for centuries, particularly in the
teaching of classical languages like Latin and Greek .
 It is a way of learning a foreign language through a detailed study of its grammar. The learner then applies the rules
of grammar in translating sentences from the mother tongue into the target language and vice versa.
 The first language is maintained as the reference system in the acquisition of the second language.
 Had a huge success when used by practitioners like Franz Ahn (1796-1865) and H G Ollendorff (1803-1865)
 Franz Ahn (German) provided simple introductions to foreign languages through a “new, practical and easy method”.
 Courses in French, German, English, Spanish, Italian and Russian were taught.
 The method focuses primarily on the skills of reading and writing, with little emphasis on listening or speaking.
 The mother tongue of the learners is used to explain or make comparisons with their equivalents in the target
language.

CRITICISMS OF GTM

They were condemned for their lack of profundity . They were criticized for their lack of theory and neglect of grammar. The
method became - by the end of the century - a bundle of rigid rules and exceptions, endless lists of word classes, literary
archaisms and snippets (extracts) in philology.

PRINCIPLES
The syllabus comprises prose, poetry, grammar and written work. The texts consisted of long vocabulary lists – sometimes
bilingual, written exercises, especially translation exercises. The teacher first read the given passage, and then explained its
content and the meanings of new words in the mother tongue. The rules of grammar were taught elaborately followed by
practice in writing. Texts in the foreign languages are translated into the native language orally and in writing.
 GRAMMAR TRANSLATION METHOD
ESHITA BANERJEE UG SEM 1 BANKURA CHRISTIAN COLLEGE

SOME PRINCIPLES OF GRAMMAR TRANSLATION METHOD

Emphasis is on reading and writing consequently.
Rote learning is encouraged.
L1 is used while teaching.
Learners learn grammar rules deductively.
Translation from L1 to L2 Is common.
Textbook is the only teaching-learning material.
Vocabulary is taught in the form of lists of isolated words.

DEMERITS
I. Translation exercises were all sentence-based and not text or discourse-based
II. Spoken English or the oral fluency was neglected .
III. There was a mass, often a confusing mass of grammatical rules and exceptions and explanations
IV. There was an absence of any feeling for people who use languages and changing social conditions.
V. The learner does not play an active role in the use of the target language. His/ her role is rather passive.
VI. It does not build confidence in the learners.
VII. The learner is exposed only to literary language.
VIII. Communication skill is neglected with little attention to correct pronunciation.

MERITS
I. Students are exposed to religious or literary content and texts of reputed authors.
II. Convenient for the learners to follow since the medium of teaching was the vernacular.
III. Translation of new words provides clear understanding to the learner.
IV. The philosophical principle node to unknown is followed. Hence, the learners easily comprehend teaching points.
V. The teacher is relaxed while teaching as the efforts she has to put in is minimal.
VI. Study of etymology of words backed by the historical and linguistic tradition.
VII. It makes the concept more clear and new words, phrases, and vocabulary is introduced.
VIII. It promotes the skills of reading and writing effectively.

CONCLUSION
The Grammar Translation Method has a rich history that can be traced back to the Renaissance and was widely used for
centuries, especially for teaching classical languages. While it has largely been replaced by more communicative language
teaching method for modern languages, it still has relevance in specific educational settings and for certain language
learning goals. However it is generally not recommended as the sole method for teaching modern languages, as it tends to
neglect speaking and listening skills, Which are essential for real life communication. Modern language teaching approaches
often prioritize communicative competence, where students learn to use the language for practical purposes in real - world
context .
 GRAMMAR TRANSLATION METHOD
ESHITA BANERJEE UG SEM 1 BANKURA CHRISTIAN COLLEGE

GENESIS
1. It began in Prussia (Germany) at the end of the 18 th century.
2. Very popular with European and foreign language teaching from the 1840s to the 1940s.
3. Some leading exponents were J. Seidenstucker, Karl Plotz, H S Ollendorf and J. Meidinger – all German scholars.
4. The earliest grammar translation course for El T was written in 1793 by J.C. Fick , published in south Germany. It
was called A Practical Course In English For Germans.
5. Each contained exercises of various kinds, particularly exercises for translating sentences into the foreign language.

WHAT IS GRAMMAR TRANSLATION METHOD ?

 It is also called ‘ The Classical Method ’, ‘ The Traditional Method ’ , ‘ Grammar School Method ’ or ‘ The Prussian
School Method ’.
 It is an old and traditional approach to language teaching that has been used for centuries, particularly in the
teaching of classical languages like Latin and Greek .
 It is a way of learning a foreign language through a detailed study of its grammar. The learner then applies the rules
of grammar in translating sentences from the mother tongue into the target language and vice versa.
 The first language is maintained as the reference system in the acquisition of the second language.
 Had a huge success when used by practitioners like Franz Ahn (1796-1865) and H G Ollendorff (1803-1865)
 Franz Ahn (German) provided simple introductions to foreign languages through a “new, practical and easy method”.
 Courses in French, German, English, Spanish, Italian and Russian were taught.
 The method focuses primarily on the skills of reading and writing, with little emphasis on listening or speaking.
 The mother tongue of the learners is used to explain or make comparisons with their equivalents in the target
language.

CRITICISMS OF GTM

They were condemned for their lack of profundity . They were criticized for their lack of theory and neglect of grammar. The
method became - by the end of the century - a bundle of rigid rules and exceptions, endless lists of word classes, literary
archaisms and snippets (extracts) in philology.

PRINCIPLES
The syllabus comprises prose, poetry, grammar and written work. The texts consisted of long vocabulary lists – sometimes
bilingual, written exercises, especially translation exercises. The teacher first read the given passage, and then explained its
content and the meanings of new words in the mother tongue. The rules of grammar were taught elaborately followed by
practice in writing. Texts in the foreign languages are translated into the native language orally and in writing.
 GRAMMAR TRANSLATION METHOD
ESHITA BANERJEE UG SEM 1 BANKURA CHRISTIAN COLLEGE

SOME PRINCIPLES OF GRAMMAR TRANSLATION METHOD

Emphasis is on reading and writing consequently.
Rote learning is encouraged.
L1 is used while teaching.
Learners learn grammar rules deductively.
Translation from L1 to L2 Is common.
Textbook is the only teaching-learning material.
Vocabulary is taught in the form of lists of isolated words.

DEMERITS
I. Translation exercises were all sentence-based and not text or discourse-based
II. Spoken English or the oral fluency was neglected .
III. There was a mass, often a confusing mass of grammatical rules and exceptions and explanations
IV. There was an absence of any feeling for people who use languages and changing social conditions.
V. The learner does not play an active role in the use of the target language. His/ her role is rather passive.
VI. It does not build confidence in the learners.
VII. The learner is exposed only to literary language.
VIII. Communication skill is neglected with little attention to correct pronunciation.

MERITS
I. Students are exposed to religious or literary content and texts of reputed authors.
II. Convenient for the learners to follow since the medium of teaching was the vernacular.
III. Translation of new words provides clear understanding to the learner.
IV. The philosophical principle node to unknown is followed. Hence, the learners easily comprehend teaching points.
V. The teacher is relaxed while teaching as the efforts she has to put in is minimal.
VI. Study of etymology of words backed by the historical and linguistic tradition.
VII. It makes the concept more clear and new words, phrases, and vocabulary is introduced.
VIII. It promotes the skills of reading and writing effectively.

CONCLUSION
The Grammar Translation Method has a rich history that can be traced back to the Renaissance and was widely used for
centuries, especially for teaching classical languages. While it has largely been replaced by more communicative language
teaching method for modern languages, it still has relevance in specific educational settings and for certain language
learning goals. However it is generally not recommended as the sole method for teaching modern languages, as it tends to
neglect speaking and listening skills, Which are essential for real life communication. Modern language teaching approaches
often prioritize communicative competence, where students learn to use the language for practical purposes in real - world
context .
 GRAMMAR TRANSLATION METHOD
ESHITA BANERJEE UG SEM 1 BANKURA CHRISTIAN COLLEGE

GENESIS
1. It began in Prussia (Germany) at the end of the 18 th century.
2. Very popular with European and foreign language teaching from the 1840s to the 1940s.
3. Some leading exponents were J. Seidenstucker, Karl Plotz, H S Ollendorf and J. Meidinger – all German scholars.
4. The earliest grammar translation course for El T was written in 1793 by J.C. Fick , published in south Germany. It
was called A Practical Course In English For Germans.
5. Each contained exercises of various kinds, particularly exercises for translating sentences into the foreign language.

WHAT IS GRAMMAR TRANSLATION METHOD ?

 It is also called ‘ The Classical Method ’, ‘ The Traditional Method ’ , ‘ Grammar School Method ’ or ‘ The Prussian
School Method ’.
 It is an old and traditional approach to language teaching that has been used for centuries, particularly in the
teaching of classical languages like Latin and Greek .
 It is a way of learning a foreign language through a detailed study of its grammar. The learner then applies the rules
of grammar in translating sentences from the mother tongue into the target language and vice versa.
 The first language is maintained as the reference system in the acquisition of the second language.
 Had a huge success when used by practitioners like Franz Ahn (1796-1865) and H G Ollendorff (1803-1865)
 Franz Ahn (German) provided simple introductions to foreign languages through a “new, practical and easy method”.
 Courses in French, German, English, Spanish, Italian and Russian were taught.
 The method focuses primarily on the skills of reading and writing, with little emphasis on listening or speaking.
 The mother tongue of the learners is used to explain or make comparisons with their equivalents in the target
language.

CRITICISMS OF GTM

They were condemned for their lack of profundity . They were criticized for their lack of theory and neglect of grammar. The
method became - by the end of the century - a bundle of rigid rules and exceptions, endless lists of word classes, literary
archaisms and snippets (extracts) in philology.

PRINCIPLES
The syllabus comprises prose, poetry, grammar and written work. The texts consisted of long vocabulary lists – sometimes
bilingual, written exercises, especially translation exercises. The teacher first read the given passage, and then explained its
content and the meanings of new words in the mother tongue. The rules of grammar were taught elaborately followed by
practice in writing. Texts in the foreign languages are translated into the native language orally and in writing.