language into students’ native language and vice versa and little training in using the language actively.
2. The Characteristics of GTM
Prator and Celce-Murcia list the major characteristics of Grammar Translation Method as follow:
52
a. Classes are taught in the mother tongue, with little active use of the target
language. b.
Much vocabulary is taught in the form of lists of isolated words. c.
Long elaborate explanations of the intricacies of grammar are given. d.
Grammar provides the rules of putting words together, and instruction often focuses on the form and inflection of words.
e. Reading of difficult classical texts is begun early.
f. Little attention is paid to the content of texts, which are treated as exercises
in grammatical analysis. g.
Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
h. Little or no attention is given to pronunciation.
Beside that, Richards and Rodgers write in their book the principal characteristics of the Grammar Translation Method as follow:
53
a. The goal of foreign language study is to learn a language in order to read its
literature or in order to benefit from the mental discipline and intellectual development that result from foreign-language study.
b. Reading and writing are the major focus; little or no systematic attention is
paid to speaking or listening. c.
Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.
d. The sentence is the basic unit of teaching and language practice.
52
H. Douglas Brown, Principles of Language Learning and Teaching, New York: Longman, 2000, 4
th
edition, p. 15 —16.
53
Richards, Approaches and …, p. 3—4.
e. Accuracy is emphasized.
f. Grammar is taught deductively – that is, by presentation and study of
grammar rules, which are then practiced through translation exercises. g.
The student’s native language is the medium of instruction. Based on the major and principal characteristics above, the writer infers
the essence of Grammar Translation Method is translation activity from the teacher to the students.
3. The Techniques of GTM
There are some useful techniques associated with the Grammar Translation Method as described in the following list:
54
a. Translation of literary passage
Students translate a reading passage from the target language into their native language.
b. Reading comprehension questions
Students answer questions in the target language based on their understanding of the reading passage.
c. Antonymssynonyms
Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find
synonyms for a particular set of words. d.
Cognates Students are taught to recognize cognates by learning the spelling or sound
patterns that correspond between the languages. e.
Deductive application of rule Grammar rules are presented with examples. Once students understand the
rule, they are asked to apply it to some different examples. f.
Fill-in-the-blanks
54
Freeman, Techniques and Principle …, p. 13—14.
Kategori