1. Presented by: Diodelys Santos Id: 4-757-565

2. The Grammar Translation Method  ►16th century: Latin no longer the dominant international language of communication.  ►Latin = a subject in the school curriculum  ►The study of classical Latin and an analysis of its grammar and rhetoric became the model for foreign language study in the 17th and 18th centuries.  ►By the 19th century, this approach had become the standard way of studying foreign languages. It was known as “the Prussian Method”. It dominated FLT from the 1840s to the 1940s.  ►It was originally used to teach 'dead' languages and literatures such as Latin and Greek  ►It is still used in situations where understanding literary texts is the primary focus of foreign language study and there is little need for a speaking knowledge of the language.  ►This approach was based on the thought that mental discipline was essential for strengthening the powers of the mind

3. Characteristics  focus on learning the grammar rules and vocabulary of the target language in order to read literature in the target language  A fundamental goal for students is to be able to translate one language into the other  The main skills to de developed are reading and writing.  Classes are teacher-centred  Grammar is taught deductively  Memorization of grammar rules, grammatical paradigms and vocabulary  The sentence is the basic unit of teaching and language practice. Much of the lesson is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the method.  Accuracy is emphasized  The student's native language is the medium of instruction. It is used to explain new items and to enable comparisons to be made between the foreign language and the student's native language.