What are the features of Grammar Translation Method?

Is it relevant for teaching English in

India?

Major proponents of this method are Johann Seidenstiicker, Karl Plotz, H. S. Ollendorf, and
Johann Meidinger., Grammar Translation was the offspring of German scholarship, the object
of which, according to one of its critics W. H. D. Rouse , was to know everything about
something rather than the thing itself. Grammar Translation was in fact first known in the
United States as the Prussian Method. The method requires students to translate whole texts
word for word and memorize numerous grammatical rules and exceptions and enormous
vocabulary lists.  The goal of this method is to be able to read and translate literary
masterpieces and classics. Grammar Translation dominated European and foreign language
teaching from the 1840s to the 1940s, and in modified form it continues to be widely used in
some parts of the world today. To read literature in a target language and to memorize
grammar rules and vocabulary of the target language are the main objectives of this method.

Grammar translation is a way of studying a language that approaches the language first
through detailed analysis of its grammar rules, followed by application of this knowledge to
the task of translating sentences and texts into and out of the target language. The goal of
foreign language study is to learn a language to read its literature or to benefit from the
mental discipline and intellectual development that result from foreign-language study. It
hence views language learning as consisting of little more than memorizing rules and facts in
order to understand and manipulate the morphology and syntax of the foreign language. The
first language is maintained as the reference system in the acquisition of the second language.

While reading and writing are given major focus, speaking or listening is paid very little
attention.  Very little attention was placed on pronunciation or any communicative aspects of
the language. The skill exercised was reading, and then only in the context of translation.
Vocabulary selection is based solely on the reading texts used, and words are taught through
bilingual word lists, dictionary study, and memorization. A Grammar-Translation text
follows a method where the grammar rules are presented and illustrated, a list of vocabulary
items are presented with their translation equivalents, and translation exercises are prescribed.
The sentence is the basic unit of teaching and language practice in this method. Much of the
lesson is devoted to translating sentences into and out of the target language, and it is this
focus on the sentence that is a distinctive feature of the method. Translation of a literary
passage, reading comprehension questions, antonyms or synonyms, cognates, fill-in-the-
blanks, memorization, use of words in sentences and composition were the major techniques
used in this method. In contrast to the earlier approaches to foreign language study which
used grammar as an aid to the study of texts in a foreign language, the focus on the sentence
was used as an attempt to make language learning easier. Grammar provides the rules for
putting words together, and instruction often focuses on the form and inflection of words.  
Reading of difficult classical texts is begun early.  Little attention is paid to the content of
texts, which are treated as exercises in grammatical analysis. Accuracy is emphasized and
students are expected to attain high standards in translation. The phraseology and the idiom
of the target language can best be assimilated in the process of interpretation. The structures
of the foreign languages are best learned when compared and contrast with those of mother
tongue.

Grammar is taught deductively in this method. It is taught by presentation and study of

grammar rules, which are then practiced through translation exercises. In most Grammar-
Translation texts, a syllabus was followed for the sequencing o f grammar points throughout
a text, and there was an attempt to teach grammar in an organized and systematic way. The
texts are often prepared by people trained in literature than in applied linguistics or language
teaching. Grammar points would come directly from the texts and be presented contextually
in the textbook, to be explained elaborately by the instructor. Grammar thus provided the
rules for assembling words into sentences. Tedious translation and grammar drills would be
used to exercise and strengthen the knowledge without much attention to content. Sentences
would be deconstructed and translated. Eventually, entire texts would be translated from the
target language into the native language and tests would often ask students to replicate
classical texts in the target language. The student's native language is the medium of
instruction. It is used to explain new items and to enable comparisons to be made between the
foreign language and the student's native language.

Although the Grammar-Translation Method often creates frustration for students, it makes
few demands on teachers. It is still used in situations where understanding literary texts is the
primary focus of foreign language study and there is little need for a speaking knowledge of
the language. Class work is highly structured, with the teacher controlling all activities. The
teacher gives instructions and grammatical explanations in the mother tongue. Little or no
attempt is made to teach pronunciation. A brief history of language teaching shows that
though 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
educational theory.

The Grammar Translation Method has many disadvantages if analysed in a systematic

manner. It may make the language learning experience uninspiring and boring. The Grammar
Translation Method may also left the students with a sense of frustration when they travel to
countries where the studied language is used .This method neither approaches nor encourages
the students’ communicative competence. Many standardized tests of foreign languages still
do not attempt to test communicative abilities, so students have little motivation to go beyond
grammar analogies, translations and other written exercises. The Grammar Translation
Method is still common in many countries due to many reasons. This method requires few
specialized skills on the part of teachers. It might be due to the limited command of spoken
English of language teachers. It gives teachers a sense of control and authority in the
classroom and it works well in a large classroom. Grammar rules and translation tests are
easy to construct and can be objectively scored.

Grammar Translation Method is a very traditional method used in the Indian context. English
being the major second language to be taught in Indian schools, emphasis has been put on the
learning of grammatical structures and rules. Since the options to be exposed to a foreign
language like English has been very rare in the history of language teaching in India, this
method came as a method that can be employed considering the lack of adequate number of
teachers with required language ability with regard to spoken English. Considering the wide
range of languages in use as the mother tongue in various parts of India, this method seems
effective in each language group assert reality and learn the rules of grammar and language
by means of its similarities and differences with respect to their native language.

Beginner level of students need appropriate use of both native language and target language
and for that reason Grammar Translation Method is suitable in India. Also in Asian part of
the world the parents are very conscious about their child's results. This method also helps
students acquire good grades in English. Also students need to know the meaning of different
words and Grammar Translation Method helps to fulfil that. Good feedback, guidance from a
teacher, effective error correction could give a student's progression and fluency. The option
that this method can be implemented in a class of large size can also add to its suitability in
the Indian context. However, this method limits its use concerning people for whom
communication is the major aspect of language learning and restricts them from the
acquisition of integrated skills.