The Grammar- Translation Method is not new. It was had different names, but it has been used by language teachers for many years. At one time it was called the Classical Method since it was first used in the teaching of the classical languages, Latin and Greek. Earlier in the 20th century, this method was used for the purpose of helping students to read and appreciate foreign language literature. It was also hoped that through the study of the grammar of the target language, students would become more familiar with the grammar of their native language better. Finally, it was thought that foreign language learning would help students grow intellectually; it was recognized that students would probably never use the target language, but the mental exercise of learning it would be beneficial anyway.

1. A fundamental purpose of learning a language is to be able to read literature written in it. Literary language is superior to spoken language. Students’ study of the target culture is limited to its literature and fine arts.

2. An important goal is for students to be able to translate each language into the other. If students can translate from one language into another, they are considered successful language learners.

3. The ability to communicate in the target language is not a goal of language instruction.

4. The primary skills to be developed are reading and writing, little attention is given to speaking and listening, and almost none to pronunciation.

5. The teacher is the authority in the classroom. It is very important that students get the correct answer.

6. It is possible to find native language equivalents for all target language words.

7. Learning is facilitated through attention to similarities between the target language and the native language.

8. It is important for students to learn about the grammar or form of the target language.

9. Deductive application of an explicit grammar rule is a useful pedagogical technique.

10. Wherever possible, verb conjugations and other grammatical paradigms should be committed to memory.

1. Translation of a Literary Passage

Students translate a reading passage from the target language into their native language. The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the passage are studied in subsequent lesson. The passage may be excerpted from some work from the target literature, or a teacher may write a passage carefully designed to include particular grammar rules and vocabulary. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.

2. Reading comprehension questions

Students answer question in the target language based in their understanding of the reading passage. Often the questions are sequenced so that the first group of questions asks for information contained within the reading passage. In order to answer the second group of questions, students will have to make inferences based on their understanding of the passage. This means they will have to answer questions about the passage even though the answers are not contained in the passage itself. The third group of questions requires students to relate the passage to their own experience.

3. Antonyms/ Synonyms

Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find synonyms for a particular set of words. Or students might be asked to define a set of words based on their understanding of them as they occur in the reading passage. Other exercises that ask students to work with the vocabulary of the passage are also possible.

中文關鍵字：文法翻譯法

英文關鍵字：The Grammar- Translation Method

Diane Larsen-Freeman and Marti Anderson.Techniques & Principles in Language Teaching. Third Edition, Oxford University Press,2011 p13~22