Revisiting the classical method in language education: grammar translation method (Gtm)

Abstract

INTRODUCTION Methodology is one of the most significant considerations in language education. Methodology in its simplest definition refers to a combinations of decisions about how to teach language effectively and how to organize contents of a syllabus for best learning results. The Classical Method, Grammar Translation Method (GTM) constitutes a backdrop against the consideration for the evolving of language learning. My interest in GTM came about as a result of its changing position as a methodology in the language teaching context. GTM is one of the most traditional methods which originated in the practice of teaching Latin and Greek (Larsen-Freeman,2000; Chang, 2011). GTM has lost some of its previously attributed prestige as the changing times called for more modern teaching practices. Despite the loss of its higher prominence GTM continues to be used in various teaching contexts. Language educators continue to use GTM despite backlashing it for being out-of-date. This dilemma in teacher responses towards GTM made me inquire this topic. The use of GTM continues with some alterations in language teaching practice, which is different from its original conceptualization. Because GTM continues to be used in language teaching contexts to a considerable extent, it is necessary to study GTM in light of historical background. We need to look at GTM with critical lenses to remove irrelevant aspects, identify useful facets and modify it for today‘s teaching practices. This study carries out a literature review looking at the emerging views about GTM and placing GTM methodology in a historical and cultural context with up-to-date techniques and principles.