The Grammar Translation Method - effective?

The readings discuss various points of view on methodology that have emerged over time. There is a spectrum of very structured and traditional, to new and open-minded ways of thinking. The most structured method is The Grammar Translation Method. On the other hand, there are many other methods that are more liberal and free in nature. Some of these include the Direct Method, the Audiolingual Method, Suggestopedia, and the Silent Way. All of these methods focus on aspects of language learning that are less than traditional. For example, Suggestopedia uses Baroque music and relaxation to teach language more effectively. In the Silent Way, the teacher is not very involved, they are there to encourage the students, but not directly tell them what to do. The students are to use each other and the objects around them to help the learning process. All of the methods have different pros and cons attached to them, none of them are absolutely right or absolutely wrong. Teachers should utilize all of the above methods and more to find the right fit for them and their classrooms.

There have been various ways of teaching language over the years, the most prominent and popular being the Grammar Translation Method. This is also known as the Classical Method. It is described this way in the textbook: “Classical Method: focus on grammatical rules, memorization of vocabulary and of various declensions and conjugations, translations of texts, written exercises” (Brown 19). This method does not focus so much on oral communication as much as scholarly knowledge. Generally, grammar, vocabulary, and theory are the focus of this method. Very little attention is paid to pronunciation and useful communication skills in the target language. Although this has been the most common way to learn language over the past centuries, it is now looked upon as an older, not very productive method.

In the textbook, Brown points out, “It’s ironic that this method has until very recently been so stalwart among many competing models. It does virtually nothing to enhance a student’s communicative ability in the language” (Brown 19). For the past one hundred years or more, this method of language teaching has been successful. Many students have learned language fluently through this method. It’s not as if the human race just started to really learn language as new methodology emerged. Although there are many downsides to this method there is this question to consider: What aspects of this method were helpful? What types of students did this method reach best? Perhaps there are positive aspects to this method that are being overlooked.