The Grammar-Translation Method 语法翻译法

The Grammar-Translation Method was also called the C1assical Method. This traditional second or foreign language approach teaches the second language through the first language. The emphasis is on learning the language by mastering the grammatical forms of the second or foreign language through vocabulary study, practice exercises, and translation activities.

The Grammar-Translation Method is formed on the basis of the traditional linguistics. The Grammar-Translation Method is a traditional foreign language teaching method which uses the mother tongue to translate and teach, that is the foreign language teaching way in which teachers can use grammar explanation and translation practice. The representatives are H. Ollendorff and Jacotot. The Grammar-Translation Method establishes the theory using the mother tongue in foreign language teaching, which became the earliest foreign language teaching of a teaching system. Its appearance lays the foundation for the establishment of language teaching as an independent discipline system.

The main characteristics of the Grammar-Translation Method is that it focus on learning the rules of grammar and their application in translation passages from one language into the target one. At the time, it was of vital importance to focus on grammatical rules, syntactic, structures, rote memorization of vocabulary and translation of literary texts. There was no provision for the oral use of the languages in the process of learning a second or foreign language. Vocabulary in the target language is learned through direct translation from the native language. Very little teaching is done in the target language. 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 target one.

The Grammar-Translation has many advantages: paying attention to extensive reading and reciting original works proficiency. The Grammar-Translation can be in conjunction with other reading and writing pedagogy to help students improve their reading and writing skills. It can systematically teach grammar, and students can understand it clearly, master the grammar rules which can help them to cultivate the ability of understanding and using English. In addition, it is easy to teach. Don’t require any teaching aids and equipment. Once teachers master the basic knowledge of foreign language, can they teach English, test the students and manage the class easily.

Besides the advantages, it also has some disadvantages. Firstly, it fails to grasp the nature of language and neglects the oral English teaching. It only pays attention to written language. So students’ speaking ability isn't trained. Long time using this method to teach, foreign language learners will suffer from the illness of deaf and dumb. Secondly, it emphasizes the role of translation so that students easily form a habit that when they use English, they rely on the translation. Excessive use of translations has also occupied a great deal of teaching time, directly impact on the use of foreign language and practice opportunities. Thirdly, it too much emphasizes the rule of grammar in teaching. The way in which teachers explain the grammar is from the definition to sample sentences. It gets out of the actual need of students and the language skills. The grammar is divorced from the texts. The texts and the sentences are also divorced from the reality. The approach is stiff and the atmosphere is dull. Fourthly, it emphasizes reading ability too much. The materials that are using to learn are some fragment of literary works. The new words are out of the students’ real life. Fifthly, it emphasizes the rote memorization. The teaching method is single, which is difficult to arouse the students’ interests in learning and to develop the students’ ability of using the foreign language to communicate. Last but not least, the position of absolute authority of teachers hides the students’ initiative. Students are passive who are not good at learning English and are lack of confidence.