Diane Larsen-Freeman

20 The Grammar-Translation Method
find synonyms for a particular set of wor ds. Or students might be asked
to define a set of words based on their understandin g of them as they
occur in the reading passage. Other exe rcises that ask students to wor k
with the vocabu lar y of the passage arc also possible.
Cognates
Students arc taught to recognize cognates by learni ng the spelling or
sou nd patterns that correspond between the languages. Students arc also
asked to memor ize wor ds that look like cognates but have meanings in
the rargcr langu age that are different from those in the native language.
This technique, of cou rse, would onl y be useful in languages that share
cognates.
Deductive application of rule
Grammar rules arc presented with examples. Exceptio ns to each rule arc
also noted. Once students understand a rule, they are asked to apply it to
some different examples.
Fill-in·th e-blanks
Students arc given a series of sentences with words missing. They fill in
the blanks with new vocabulary items or wit h items of a par ticular grammar
type, such as prepositions or verbs with different tenses.
Memorization
Students are given lists of target langu age voca bulary words and their
native langu age equivalents and are asked to memorize them. Students
are also required to memorize grammatica l rules and grammatica l paradigms
such as verb conjugations.
Use words in sentences
In order to show that students understand the meanin g and use of a new
vocabu lary item, they nuke up sentences in which they use the new words.
Composition
The teacher gives the students ;1 topi c to write "hour in the target language.
Th e topi c is based upon some aspect of the reading passage of th e
lesson. Sometim es, instead of creat ing a composition, students arc asked
to prepare a precis of the reading passage.
CONCLUSION
The Grammar-Translation Method 2 1
You have now had an opportunity to exa mine the principles and some of
the techniques of the Gra mma r-Tra nslat ion Method. Try ro make a connection
between what you have understood and your own teaching situation
and beliefs.
Do you believe th at a fundamental reason for learning a foreign language
is to be ab le ro read the literature written in the ta rget language? Do
you think it is important to learn about the target language? Should culture
be viewed as consisting of literature and the fine arts? Do you agree
with any of the oth er principles underlying the Grammar-Translation
Meth od? Whic h ones?
Is trans lation a valuable exercise? Is answering reading comprehension
questions of the type described here helpful? Should gra mmar be presented
deductively? Are these or any of the other techniques of the
Grammar-Translation Method ones which will be useful ro you in your
own teach ing? Which ones?
ACTIVITIES
A Check your understanding of the Grammar-Translation Method.
1 It has been said that the Grammar-Trans lation Method teac hes students
about the targe t language, but not how to use it. Explain the difference
in your own wor ds.
2 Wbat are the clues that this meth od had its or igin in the teaching of the
classical languages, Latin and Greek?
B Apply what you have understood about the Grammar-Translation
Method.
1 Think of a particular group of students you have recently taught or arc
currently teaching. Choose a reading passage from a literary work or a
textbook or writ e one yourself. Make sure it is at a level you r students
can understand, yet not at a level t hat wou ld be too simp le for them.
Try tran slating it yourself as a test of its difficulty. Identify the vocab u­
lary you woul d choose to work on. Plan vocabulary exercises you
wou ld usc to help your students associat e the new words with their
nativ e language equivalents.
2 Pick a grammatical point or two contained in the same passage.
Pro vide th e explicit grammar rule that relates to each one and give