GTM for the Grammar-Translation Method
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Teachers’ goals when using GMT
* A fundamental aim of learning an FL is to make learners able to read and write literature of the target language. To that aim, vocabulary and grammar rules are heavily emphasized. Form rather than function of the language is of utmost import.
* It was also believed that the study of an FL through its literature is a good mental exercise that would develop learners’ thinking.
Teachers’ role
· The authority of the class (do this and do that),
· The know-all,
· The omniscient who knows everything about his subject, and even about other subjects.
Students’ role
* The Ss. are passive. They do what the teacher instructs them to do so as they know what she/ he knows,
* Ss. are mere recipients to the knowledge transmitted by the T.
Interaction patterns in a class where GTM is implemented
* Teacher → Students: one way communication, domineering.
* Students → Teacher: quasi-null, no initiative is taken on the part of Ss. to participate.
* Students → Students: rare, if ever. That could be blamed on lack of activities that involve group work or any other form of cooperative learning.
How students’ feelings are dealt with
Nothing that can be of examples to consider as far as this question is raised then. There were no principles touching Ss’ affectivity.
Language and culture
Literary language is given a much more important stake to the detriment of the spoken form. And culture consists of literature and fine arts.
Language areas and language skills emphasized
* Vocabulary and grammar.
* Reading and writing to the detriment of speaking and listening.
Position of primary language
* It is predominating in GTM classrooms,
* It is used in explaining the target language clearly through translation.
Evaluation, How is it achieved?
* Written tests of translation (from target language into primary language and/ or vice versa).
* Questions requiring application of grammatical rules/ taught patterns.
* Questions about the target language.
Mistakes, how are they tackled?
· The correct form is supplied by the T. (no original techniques of correction were used).
· Correct answers and reproduction are an obsession to a GTM teacher.
Teaching/ Learning process characteristics
1. Students are taught to translate from one language to another.
2. Students attend to Grammar deductively (rules are presented first, then examples to support the rules and which, in turn, should be followed as a pattern of application).
3. Memorization of native-language equivalents for the target-language vocabulary.
Prepared by: Nouamane ERRIFKI
References:
Diane-Larsen, Freeman. Techniques and Principles in Language Teaching. England: Oxford University Press, 1990.
-1-
Teachers’ goals when using GMT
* A fundamental aim of learning an FL is to make learners able to read and write literature of the target language. To that aim, vocabulary and grammar rules are heavily emphasized. Form rather than function of the language is of utmost import.
* It was also believed that the study of an FL through its literature is a good mental exercise that would develop learners’ thinking.
Teachers’ role
· The authority of the class (do this and do that),
· The know-all,
· The omniscient who knows everything about his subject, and even about other subjects.
Students’ role
* The Ss. are passive. They do what the teacher instructs them to do so as they know what she/ he knows,
* Ss. are mere recipients to the knowledge transmitted by the T.
Interaction patterns in a class where GTM is implemented
* Teacher → Students: one way communication, domineering.
* Students → Teacher: quasi-null, no initiative is taken on the part of Ss. to participate.
* Students → Students: rare, if ever. That could be blamed on lack of activities that involve group work or any other form of cooperative learning.
How students’ feelings are dealt with
Nothing that can be of examples to consider as far as this question is raised then. There were no principles touching Ss’ affectivity.
Language and culture
Literary language is given a much more important stake to the detriment of the spoken form. And culture consists of literature and fine arts.
Language areas and language skills emphasized
* Vocabulary and grammar.
* Reading and writing to the detriment of speaking and listening.
Position of primary language
* It is predominating in GTM classrooms,
* It is used in explaining the target language clearly through translation.
Evaluation, How is it achieved?
* Written tests of translation (from target language into primary language and/ or vice versa).
* Questions requiring application of grammatical rules/ taught patterns.
* Questions about the target language.
Mistakes, how are they tackled?
· The correct form is supplied by the T. (no original techniques of correction were used).
· Correct answers and reproduction are an obsession to a GTM teacher.
Teaching/ Learning process characteristics
1. Students are taught to translate from one language to another.
2. Students attend to Grammar deductively (rules are presented first, then examples to support the rules and which, in turn, should be followed as a pattern of application).
3. Memorization of native-language equivalents for the target-language vocabulary.
Prepared by: Nouamane ERRIFKI
References:
Diane-Larsen, Freeman. Techniques and Principles in Language Teaching. England: Oxford University Press, 1990.
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