ANNA ARYEL AMARO

The Grammar Translation Method, The Direct Method and

Audiolingualism

Relatório solicitado pela Profª: Dra. Solange

Teresinha Ricardo de Castro, da disciplina Ensino e
Aprendizagem de Línguas: Perspectivas teóricas, do
curso de especialização em Língua Inglesa: Tópicos
em Ensino e Aprendizagem.

UNIVERSIDADE DE TAUBATÉ

Depto de Ciências Sociais e Letras

Programa de Pós-graduação em Lingüística Aplicada

2010
 1. The Grammar Translation Method

1.1 Teaching method

According to Richard and Rodgers (1986 p. 3) grammar translation method

consists on seven phases i.e. analyzing grammar, translating sentences in and
out the target language, in order to manipulate morphology and syntax and the
native language mediates the interaction with the target language. The most
focused activities are reading and writing, whereas speaking and listening are
left behind.

It is right to affirm that in grammar translation method translating plays a big

role in many areas, because vocabulary is mainly acquired by working with lists
of words that come in mother tongue’s language and must be translated to
target language or vice versa.

Accuracy is other great characteristic in grammar translation method,

learners are expected to achieve high standards in building sentences, and in
understanding the aim language’s literature. Most of comprehension exercises
are developments of grammar rules, vocabulary lists and so on.

In addition, the native language is used to mediate target language’s

learning process, so all explanation are suppose to given in native language,
and students have an ideal touch of language, very mental.

1.2 Context

It was an adaptation of latin teaching method, because in earlier days latin

was taught as foreign language, and learners had to develop great amount of
work on verb tenses exercises and grammar topics. According to Richard and
Rodgers (2001 p. 2), this method was used mainly to replace the teaching of a
foreign language in the same way people use to teach latin.

1.3 What kind of learners and teachers do we form using this method?

We could say that this teaching process will lead to a fragmentized and
functional student and teacher that will be able to read, to write, but will face
difficulties to express orally their opinion freely and develop intimacy with the
target language. So, reflecting new ideas in the target language will become a
puzzle.

2 Direct Method

2.1 Teaching Method

The direct method, firstly called “Natural Method” was conceived through
observing children learning process. There is no translation, and intensive oral
interaction is used with demonstration and performances.

So through visualization, mimes, demonstration and pictures, and

repeating words to develop good pronunciation, students are capable of
interacting with new words, and learners are only introduced to grammar rules
when they can speak in the target language spontaneously, what students are
encourage to do.

Therefore we could summarize direct method’s teaching rules in some

steps, such as: always demonstrate, never explain or translate, speak normally
– never fast or slow, keep in pace with student’s rhythm, using complete
sentences, often questions, correcting all mistakes by rephrasing and asking to
imitate and finally teachers must be patient.

The target language mediates the learning process, without translation it

is required native teachers or really fluent speakers, speaking plays an
enormous role in class, and as teachers are suppose to use teacher’s book and
learners do not relay on student’s books, it’s possible they lose much time on
demonstrating and performing what could be solved with a quick translation.

2.2 Context

With the discontentment with traditional method, grammar translation,

reformers start to develop a teaching method that tries to simulate kids learning
process. By observing kids, and playing natural principles of language
acquisition.

Sauveur and other believers in the Natural Method argued that a foreign
language could be taught without translation or the use of the learner's
native tongue if meaning was conveyed directly through demonstration
and action. (RICHARD and RODGERS, 1986 p. 9)

In 1860 the first school using Natural Method was opened by Sauveur, in
Boston. The direct method was quiet successful in commercial schools, but
didn’t achieve positive outcomes in public ones.

2.3 What kind of learners and teachers do we form using this method?

Regarding direct method’s characteristics we could affirm that it is possible

to form a passive learner that can do simple tasks, achieve objective outcome,
but will face difficulties to develop abstractive and creative thinking. Teachers
on the other hand are suppose to lead learner’s thirst for knowledge, but as this
method benefits passiveness it is possible that teachers that were previous
students of this method, will have to research more, in order to fulfill the
demand on the need to lead the class without student’s support material.

3 Audiolingualism

3.1 Teaching Method

The main idea is to develop positive responses as good habits, through

behaviorism, stimulus of right answers and suppression of mistakes. In the
class, students are given lists of vocabulary, dialogue and short texts to do
silent reading. Also interaction with an interpreter and a linguist, drills are used
along with hours of language training and extra activities.

A class could start with pronunciation exercises, morphology, then

grammar and lots of drills to keep the language in mind.

We could simplify audiolinguism in an amount of beliefs that according to

its defenders lead to a successful learning process, firstly creating good habits
through repeating right responses, making it a verbal behavior. Second,
language skills are taught orally in target language, only afterwards it is written.
Instead of explaining rules, analogies are made and grammar analysis are
avoided, they are taught in a inductive way, and new words are learned in
specific model context. The teacher has a central role in this process, because
he or she is suppose to start conversation, and students imitate, learners are
not encourage to star it, because it can lead to mistakes.

3.2 Context

It was first called the army method, because who first developed
audiolinguism was A.S.T.P. (Army Specialize Training Program) to answer the
need of speaking foreign languages in a war experiencing country, that needed
interpreters for distinct situations. In 1943, over fifty American universities were
involved in this project, and the objective was to develop conversational skills
efficiently and quickly.

3.3 What kind of learners and teachers do we form using this method?

As the learning process is mediated by an ideal target language and

teachers play model that students intensively and extensively repeat and the
way the language is said is very important, we could state that as the learner
and the teacher will face problems dealing with unexpected situations, when
it is not possible to fit certain model of dialogue to a determined situation.
4 Bibliography

RICHARD, Jack C. and RODGERS, Theodore S. Approaches and

methods in language teaching: a description and analysis. New York:
Cambridge University Press, 1986.