207:
146:, and then practice the rules by doing grammar drills and translating sentences to and from the target language. More attention is paid to the form of the sentences being translated than to their content. When students reach more advanced levels of achievement, they may translate entire texts from the target language. Tests often involve translating classical texts.
302:
began to talk about what a new kind of foreign language instruction needed, shedding light on what the grammar–translation was missing. They supported teaching the language, not about the language, and teaching in the target language, emphasizing speech as well as text. Through grammar–translation,
161:
The mainstay of classroom materials for the grammar–translation method is textbooks, which, in the 19th century, attempted to codify the grammar of the target language into discrete rules that students were to learn and memorize. A chapter in typical grammar–translation textbooks would begin with a
112:
At first, it was believed that teaching modern languages was not useful for the development of mental discipline and so they were left out of the curriculum. When modern languages began to appear in school curricula in the 19th century, teachers taught them with the same grammar–translation method
84:
The grammar–translation method originated from the practice of teaching Latin. In the early 16th century, Latin was the most widely studied foreign language because of its prominence in government, academia and business. However, the use of Latin then dwindled and was gradually replaced by various
191:
hough it may be true to say that the
Grammar-Translation Method is still widely practiced, it has no advocates. It is a method for which there is no theory. There is no literature that offers a rationale or justification for it or that attempts to relate it to issues in linguistics, psychology, or
125:
Users of foreign language want to note things of their interest in the literature of foreign languages. Therefore, this method focuses on reading and writing and has developed techniques which facilitate more or less the learning of reading and writing only. As a result, speaking and listening are
183:
The method by definition has a very limited scope. Because speaking and any kind of spontaneous creative output were excluded from the curriculum, students would often fail at speaking or even letter-writing in the target language. A noteworthy quote describing the effect of the method comes from
89:
on the national and regional level and with French and later
English on the international level. After the decline of Latin, the purpose of learning it in schools changed. Previously, students had learned Latin for the purpose of communication and not just reading, but it came to be learned as a
62:
literature written in the source language, and to further students' general intellectual development. It originated from the practice of teaching Latin; in the early 16th century, students learned Latin for communication, but after the language died out it was studied purely as an academic
109:. It was believed that the intellect could eventually be sharpened enough to control the will and emotions by learning Greek and Roman classical literature and mathematics. Additionally, an adult with such an education was considered mentally prepared for the world and its challenges.
113:
as was used for
Classical Latin and Ancient Greek in the 18th century. Textbooks were therefore essentially copied for the modern language classroom. In the United States, the basic foundations of the method were used in most high school and college foreign language classrooms.
184:
Bahlsen, a student of Plötz, a major proponent of this method in the 19th century. In commenting about writing letters or speaking he said he would be overcome with "a veritable forest of paragraphs, and an impenetrable thicket of grammatical rules".
121:
There are two main goals to grammar–translation classes. One is to develop students' reading ability to a level where they can read literature in the target language. The other is to develop students' general mental discipline.
75:
has been criticized since few verifiable sources support the existence of such a method until the 19th century. Grammar translation method did not focus on listening and speaking, it has focused on reading and writing only.
63:
discipline. When teachers started teaching other foreign languages in the 19th century, they used the same translation-based approach as had been used for teaching Latin. The method has been criticized for its shortcomings.
987:
977:
162:
bilingual vocabulary list and then grammatical rules for students to study and sentences for them to translate. Some typical sentences from 19th-century textbooks are as follows:
915:
982:
228:
426:
616:
267:
The grammar–translation method was the standard way languages were taught in schools from the 17th to the 19th centuries. Despite attempts at reform from
905:
1013:
585:
567:
377:
35:
187:
According to
Richards and Rodgers, the grammar–translation has been rejected as a legitimate language teaching method by modern scholars:
666:
402:
322:
Zhou, G. & Niu, X. (2015). Approaches to language teaching and learning. Journal of
Language Teaching and Research, 6(4), p. 798
254:
864:
609:
651:
150:
306:
Despite all of these drawbacks, the grammar–translation method is still a widely used language-teaching and learning process.
232:
910:
633:
562:
Kho, Mu-Jeong (2016). How to
Implant a Semiotic and Mathematical DNA into Learning English, Seoul: Booklab Publishing Co.
372:
Kho, Mu-Jeong (2016). How to
Implant a Semiotic and Mathematical DNA into Learning English, Seoul: Booklab Publishing Co.
54:
sentences between the target language and the native language. Advanced students may be required to translate whole texts
992:
731:
93:
Throughout Europe in the 18th and the 19th centuries, the education system was formed primarily around a concept called
828:
661:
602:
303:
students lacked an active role in the classroom, often correcting their own work and strictly following the textbook.
217:
813:
808:
236:
221:
676:
671:
646:
507:""Grammar-Translation Method": A linguistic historic error of perspective: Origins, dynamics and inconsistencies"
149:
There is usually no listening or speaking practice, and very little attention is placed on pronunciation or any
946:
767:
736:
681:
746:
656:
335:
Logic and the
Workings of the Mind: The Logic of Ideas and Faculty Psychology in Early Modern Philosophy
97:. The theory dictated that the body and mind were separate and the mind consisted of three parts: the
803:
787:
641:
139:
859:
849:
772:
701:
625:
420:
295:
94:
823:
686:
581:
563:
518:
506:
408:
398:
373:
287:
153:
of the language. The skill exercised is reading and then only in the context of translation.
98:
475:
936:
741:
716:
706:
544:
390:
47:
961:
956:
854:
833:
135:
751:
299:
39:
1007:
818:
777:
726:
711:
469:
143:
55:
691:
268:
17:
575:
206:
51:
941:
931:
782:
721:
291:
280:
86:
522:
412:
38:
derived from the classical (sometimes called traditional) method of teaching
951:
272:
106:
59:
276:
869:
102:
594:
333:
134:
Grammar–translation classes are usually conducted in the students'
889:
884:
879:
874:
174:
The cat of my aunt is more treacherous than the dog of your uncle.
43:
551:(2nd ed.). Cambridge, New York: Cambridge University Press.
58:. The method has two main goals: to enable students to read and
598:
200:
531:
The
Development of Modern Language Skills: Theory to Practice
283:, no other methods then gained any significant popularity.
559:, 2nd Edition. Chicago: University of Chicago Press, 1981.
978:
List of countries where
English is an official language
533:. Philadelphia: Center for Curriculum Development,1971.
540:, 2nd. Edition. New York: David McKay Company, 1971.
988:
Most commonly learned foreign languages in the U.S.
970:
924:
898:
842:
796:
760:
632:
46:. In grammar–translation classes, students learn
983:List of countries by English-speaking population
577:Teaching Foreign Languages: An Historical Sketch
166:The philosopher pulled the lower jaw of the hen.
488:
455:
439:
360:
348:
332:Hatfield, Gary (1997). Easton, Patricia (ed.).
610:
8:
170:My sons have bought the mirrors of the Duke.
549:Approaches and Methods in Language Teaching
395:Approaches and methods in language teaching
235:. Unsourced material may be challenged and
617:
603:
595:
425:: CS1 maint: location missing publisher (
338:. Ridgeview Publishing Co. pp. 21–45.
255:Learn how and when to remove this message
906:English as a second or foreign language
315:
451:
418:
393:; Rodgers, Theodore S. (2014-04-16).
7:
233:adding citations to reliable sources
36:method of teaching foreign languages
27:Method of teaching foreign languages
667:Computer-assisted language learning
474:. Boston: Ginn & Co. pp.
25:
557:Teaching Foreign Language Skills
505:Bonilla Carvajal, C. A. (2013).
471:The Teaching of Modern Languages
205:
138:. Grammatical rules are learned
652:Communicative language teaching
580:. Georgetown University Press.
547:; Rodgers, Theodore S. (2001).
142:; students learn grammar rules
50:and then apply those rules by
1:
1014:Language-teaching methodology
911:English for specific purposes
993:EF English Proficiency Index
732:Task-based language learning
397:(Third ed.). New York.
829:Second-language acquisition
662:Community language learning
538:Education in a Free Society
489:Richards & Rodgers 2001
456:Richards & Rodgers 2001
440:Richards & Rodgers 2001
361:Richards & Rodgers 2001
349:Richards & Rodgers 2001
1030:
899:Programs and organizations
814:English as a lingua franca
809:Critical period hypothesis
697:Grammar–translation method
536:Rippa, S. Alexander 1971.
90:purely academic subject .
32:grammar–translation method
672:Content-based instruction
647:Automatic Language Growth
468:Bahlsen, Leopold (1905).
286:Later, theorists such as
768:Mother tongue mirroring
737:Total physical response
682:Dogme language teaching
454:, p. 28, cited in
71:The overall concept of
747:Vocabulary development
657:Comprehension approach
574:Titone, Renzo (1968).
194:
176:
80:History and philosophy
865:Competency evaluation
189:
164:
151:communicative aspects
804:Bilingual dictionary
712:Michel Thomas Method
642:Audio-lingual method
229:improve this section
117:Principles and goals
860:Corrective feedback
850:Language assessment
761:Teaching techniques
570:(53740), 261 pages.
529:Chastain, Kenneth.
380:(53740), 261 pages.
192:educational theory.
73:grammar–translation
18:Grammar-translation
773:Sandwich technique
702:Language immersion
626:Language education
511:Praxis & Saber
95:faculty psychology
1001:
1000:
824:Language transfer
687:Extensive reading
587:978-0-87840-158-1
568:979-11-87300-04-5
555:Rivers, Wilga M.
545:Richards, Jack C.
391:Richards, Jack C.
378:979-11-87300-04-5
265:
264:
257:
67:Criticism of term
48:grammatical rules
16:(Redirected from
1021:
937:H. Douglas Brown
742:TPR Storytelling
717:Natural approach
707:Lexical approach
619:
612:
605:
596:
591:
552:
526:
492:
486:
480:
479:
465:
459:
449:
443:
437:
431:
430:
424:
416:
387:
381:
370:
364:
358:
352:
346:
340:
339:
329:
323:
320:
260:
253:
249:
246:
240:
209:
201:
21:
1029:
1028:
1024:
1023:
1022:
1020:
1019:
1018:
1004:
1003:
1002:
997:
966:
962:Scott Thornbury
957:Stephen Krashen
920:
894:
855:Washback effect
838:
834:World Englishes
792:
788:Information gap
756:
628:
623:
588:
573:
543:
504:
501:
496:
495:
487:
483:
467:
466:
462:
450:
446:
438:
434:
417:
405:
389:
388:
384:
371:
367:
359:
355:
347:
343:
331:
330:
326:
321:
317:
312:
261:
250:
244:
241:
226:
210:
199:
181:
171:
167:
159:
136:native language
132:
119:
82:
69:
28:
23:
22:
15:
12:
11:
5:
1027:
1025:
1017:
1016:
1006:
1005:
999:
998:
996:
995:
990:
985:
980:
974:
972:
968:
967:
965:
964:
959:
954:
949:
944:
939:
934:
928:
926:
922:
921:
919:
918:
913:
908:
902:
900:
896:
895:
893:
892:
887:
882:
877:
872:
867:
862:
857:
852:
846:
844:
840:
839:
837:
836:
831:
826:
821:
816:
811:
806:
800:
798:
794:
793:
791:
790:
785:
780:
775:
770:
764:
762:
758:
757:
755:
754:
752:Whole language
749:
744:
739:
734:
729:
724:
719:
714:
709:
704:
699:
694:
689:
684:
679:
674:
669:
664:
659:
654:
649:
644:
638:
636:
630:
629:
624:
622:
621:
614:
607:
599:
593:
592:
586:
571:
560:
553:
541:
534:
527:
500:
497:
494:
493:
481:
460:
444:
432:
403:
382:
365:
353:
341:
324:
314:
313:
311:
308:
263:
262:
213:
211:
204:
198:
195:
180:
177:
158:
155:
131:
128:
118:
115:
81:
78:
68:
65:
26:
24:
14:
13:
10:
9:
6:
4:
3:
2:
1026:
1015:
1012:
1011:
1009:
994:
991:
989:
986:
984:
981:
979:
976:
975:
973:
969:
963:
960:
958:
955:
953:
950:
948:
945:
943:
940:
938:
935:
933:
930:
929:
927:
923:
917:
914:
912:
909:
907:
904:
903:
901:
897:
891:
888:
886:
883:
881:
878:
876:
873:
871:
868:
866:
863:
861:
858:
856:
853:
851:
848:
847:
845:
841:
835:
832:
830:
827:
825:
822:
820:
819:Interlanguage
817:
815:
812:
810:
807:
805:
802:
801:
799:
795:
789:
786:
784:
781:
779:
778:Back-chaining
776:
774:
771:
769:
766:
765:
763:
759:
753:
750:
748:
745:
743:
740:
738:
735:
733:
730:
728:
727:Suggestopedia
725:
723:
720:
718:
715:
713:
710:
708:
705:
703:
700:
698:
695:
693:
690:
688:
685:
683:
680:
678:
677:Direct Method
675:
673:
670:
668:
665:
663:
660:
658:
655:
653:
650:
648:
645:
643:
640:
639:
637:
635:
631:
627:
620:
615:
613:
608:
606:
601:
600:
597:
589:
583:
579:
578:
572:
569:
565:
561:
558:
554:
550:
546:
542:
539:
535:
532:
528:
524:
520:
516:
512:
508:
503:
502:
498:
490:
485:
482:
477:
473:
472:
464:
461:
457:
453:
448:
445:
441:
436:
433:
428:
422:
414:
410:
406:
404:9781107675964
400:
396:
392:
386:
383:
379:
375:
369:
366:
362:
357:
354:
350:
345:
342:
337:
336:
328:
325:
319:
316:
309:
307:
304:
301:
297:
293:
289:
284:
282:
278:
274:
270:
259:
256:
248:
245:November 2019
238:
234:
230:
224:
223:
219:
214:This section
212:
208:
203:
202:
196:
193:
188:
185:
178:
175:
172:
168:
163:
156:
154:
152:
147:
145:
141:
137:
129:
127:
123:
116:
114:
110:
108:
104:
100:
96:
91:
88:
79:
77:
74:
66:
64:
61:
57:
56:word-for-word
53:
49:
45:
41:
40:Ancient Greek
37:
33:
19:
797:Key concepts
696:
692:Focal Skills
576:
556:
548:
537:
530:
514:
510:
491:, p. 7.
484:
470:
463:
458:, p. 4.
447:
442:, p. 4.
435:
394:
385:
368:
363:, p. 5.
356:
351:, p. 2.
344:
334:
327:
318:
305:
285:
269:Roger Ascham
266:
251:
242:
227:Please help
215:
190:
186:
182:
173:
169:
165:
160:
148:
133:
126:overlooked.
124:
120:
111:
92:
83:
72:
70:
31:
29:
947:Jim Cummins
634:Methodology
452:Titone 1968
140:deductively
87:vernaculars
52:translating
971:Statistics
942:Pit Corder
932:Betty Azar
925:Key people
843:Assessment
783:Dictogloss
722:Silent way
310:References
281:John Locke
952:Rod Ellis
523:2216-0159
421:cite book
413:864808581
300:Jespersen
273:Montaigne
216:does not
197:Influence
179:Reception
157:Materials
107:intellect
60:translate
1008:Category
277:Comenius
870:DIALANG
499:Sources
296:Berlitz
237:removed
222:sources
144:by rote
103:emotion
584:
566:
521:
411:
401:
376:
298:, and
288:Viëtor
130:Method
916:TESOL
890:UCLES
885:TOEIC
880:TOEFL
875:IELTS
517:(8).
292:Passy
44:Latin
34:is a
582:ISBN
564:ISBN
519:ISSN
427:link
409:OCLC
399:ISBN
374:ISBN
279:and
220:any
218:cite
105:and
99:will
42:and
30:The
231:by
1010::
513:.
509:.
476:12
423:}}
419:{{
407:.
294:,
290:,
275:,
271:,
101:,
618:e
611:t
604:v
590:.
525:.
515:4
478:.
429:)
415:.
258:)
252:(
247:)
243:(
239:.
225:.
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
