The grammar-translation method

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The grammar-translation method

grammar translation audiolingual language

The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek, and this may account for its heavy bias towards written work to the virtual exclusion of oral production. As Omaggio comments, this approach reflected «the view of faculty psychologists that mental discipline was essential for strengthening the powers of the mind». (Omaggio 89) Indeed, the emphasis on achieving 'correct' grammar with little regard for the free application and production of speech is at once the greatest asset and greatest drawback to this approach. The major characteristic of the grammar-translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other. Vocabulary in the target language is learned through direct translation from the native language, e.g. with vocabulary tests such as:

the house = das Haus

the mouse = die Maus

Very little teaching is done in the target language. Instead, readings in the target language are translated directly and then discussed in the native language, often precipitating in-depth comparisons of the two languages themselves. Grammar is taught with extensive explanations in the native language, and only later applied in the production of sentences through translation from one language to the other, e.g.

Do you have my book? = Hast du mein Buch?

Ich weiЯ nicht, wo dein Buch ist. = I don't know where your book is.

As Omaggio describes is, testing of the students is done almost exclusively through translation: «students had learned the language well if they could translate the passages well.» (Omaggio 90)

Obviously, there are many drawbacks to the grammar-translation approach. Virtually no class time is allocated to allow students to produce their own sentences, and even less time is spent on oral practice (whether productive or reproductive). Students may have difficulties «relating» to the language, because the classroom experience keeps them from personalizing it or developing their own style. In addition, there is often little contextualization of the grammar - although this of course depends upon the passages chosen and the teacher's own skills. Culture, when discussed, is communicated through means of reading passages, but there is little direct confrontation with foreign elements. Perhaps most seriously, as Omaggio points out, the type of error correction that this method requires can actually be harmful to the students' learning processes: «students are clearly in a defensive learning environment where right answers are expected.» (Omaggio 91)

Despite all of these drawbacks, there are certain positive traits to be found in such a rigid environment. Although far from trying to defend or reinstate this method, I must still say: my highschool German class was almost entirely grammar-translation based, with the exception of a few dialogues from the textbook, and I don't really feel it «harmed» or even hampered my acquisition of the language - and it certainly gave me a strong grounding in German grammar! For left-brained students who respond well to rules, structure and correction, the grammar-translation method can provide a challenging and even intriguing classroom environment. For those students who don't respond well to such structures, however, it is obvious that the grammar-translation method must be tempered with other approaches to create a more flexible and conducive methodology.

The Audiolingual Method is a method for teaching foreign languages. Linguists at the University of Michigan invented this method in the late 1950s. In the Audiolingual method, students first hear a language. Later they speak the language, and after that, they read and write in it. This way of language teaching is similar to the Direct Method. Like the Direct Method, the Audiolingual Method does not use the students' native language. For example, if you are in an English class in Turkey, the teacher only speaks English, and no Turkish. However, unlike the Direct Method, the Audiolingual Method does not teach vocabulary. Rather, the teacher drills grammar. In the Audiolingual method, grammar is most important for the student. In other words, the student must repeat grammar patterns after the teacher. The students do not learn lots of vocabulary. This method also uses psychology. The students get a reward for speaking correctly. They get punishment if they speak incorrectly; because it is based on habit formation, which is established by stimulus, response and reinforcement. It gives priority to speaking the target language, and using the native language is not allowed.

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