The Grammar-Translation Method 3

The Grammar-Translation Method 3

The grammar-translation method (also known as the
classical method) was based on the belief that different
kinds of knowledge were located in separate
sections of the brain. Mathematic knowledge, for
example, was thought to be located in one area, art
in another, language in another, and so on. It was
believed that studying different subjects was a good
way of exercising the brain. Thus, learning another
language provided the necessary mental exercise
to develop the part of the brain believed to be earmarked
for languages.
The main goal for learning a language was not
for speaking and/or communication. The driving
force was to exercise the mind and at the same time
to be able to read in that language. The languages
taught in those early days were Latin and Greek, so
another reason for studying foreign languages was to
appreciate the classics in their original language. It
must be pointed out that education was the privilege
of an elite class, thus it was a “mark of an educated
person” to be able to read the classics.
The name of the method, grammar-translation,
captures the main emphases of this method (i.e.,
the study of grammatical aspects of language and
the use of translation as a means of ascertaining
comprehension). Communicating in the language
was not a goal, so classes were taught primarily in
the students’ native language, and the teacher made
no effort to emphasize correct pronunciation of the
language. Grammar study was the focus of the lessons,
with much rote memorization of grammatical
aspects such as verb conjugations and recitation
of rules that described language functions. It was
not surprising, then, that even students who spent
several years studying a foreign language were not
able to speak that language. Much time was spent in
learning about the language, not the language itself.
Fortunately, this method is not widely used today in
teaching English to English language learners. Yet,
unfortunately, some aspects of this method are still
employed to teach modern languages in the United
States, primarily at the high school and university
levels. Emphasis on reading and translating passages,
memorization of grammatical rules still are observed
in foreign language classrooms today