2.  The grammar- translation method of
foreign language teaching is one of the
most traditional methods.
 It was originally used to teach ‘dead’
languages (and literatures) such as Latin
and Greek, involving little or no spoken
communication or listening
comprehension.

3. To read and translate literary
masterpieces and classics.

4.  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.
the house = la casa
the mouse = el ratÓn

5.  Readings in the target language are translated
directly and then discussed in the native language.
 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? = ………………………….
I don’t know where your book is = ………………….

6.  Students will be able to read literature written in
the target language
 Students will be able to translate from one
language to another
 It Helps students to develop reading and writing
skill

7.  To help students read and appreciate foreign
language literature
 Students can become more familiar with the
grammar of their native language
 Helpful for mental exercise

8. PRINCIPLES

9.  Literary language is superior to the spoken
language. Students study literature and fine arts.
 Translating each language into each other is an
important goal for learners.
 The authority in the classroom is the teacher.
 The ability to communicate with the target
language is not among the goals of instruction.

10. PRINCIPLES
 The primary skills to be improved are
reading and writing.
 Its focus is on accuracy (grammatical correctness)
and not fluency.
 Ss should be conscious of the
grammatical rule of the target language.

11. 1. Translation of a literary passage
› Students will be asked to read a literary
passage and then translate the target
language into their native language
› Translation may be written or spoken
› Translation made by the students can show
that they understand their meaning

12.  Reading comprehension questions
› Students answer these questions in the target
language
› Answers to the questions may be:
Contained in the Related to
text inferred experience
 Antonyms / synonyms
› Students are asked to find antonyms in the
reading passage or, to define a set of words
based on their understanding of them as
they occur in the reading passage

13.  Deductive application of rule
› It is important for students to learn about the
forms(grammar rules) of the target language
› Grammar rules are presented with examples
› Students are asked to apply the rules on
examples they are given

14.  Fill in the blank
› Teacher give students sentences with word
missing.
› Students should fill in the blanks with the new
vocabulary or with a particular grammar
type
 Memorization
› Students are asked to memorize new
words, grammatical rules, and verb
conjugation

15.  Use the words in sentences
› Students are asked to make up sentences
with the new words they learn in the text
› This technique can show whether students
really understand the new words
 Composition
› Students are asked to write a composition in
the target language
› The topic is based on some aspect of the
reading passage

16. Advantages and disadvantages 

17.  An effective way for application of
grammar and sentence structure
 Least stressful for students as they use
their native language.

18.  Wrong idea of what language is.
 Unnatural method. It starts with the teaching of reading
not listening.
 Speech is neglected as it lays emphasis on reading and
writing.
 It does not give pattern practice.
 Less learners’ motivation
 Create frustration for learners