modern-j.

ru
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УДК 811.111
Zaylobiddinova Dilnoza,
the teacher of Fergana Medical College,
Fergana, Uzbekistan
MAIN CHARACTERISTICS OF GRAMMAR-TRANSLATION
METHOD AND THE DIRECT METHOD IN TEACHING FOREIGN
LANGUAGES
ОСНОВНЫЕ ХАРАКТЕРИСТИКИ МЕТОДА
ГРАММАТИЧЕСКОГО ПЕРЕВОДА И ПРЯМОЙ МЕТОД В
ОБУЧЕНИИ ИНОСТРАННЫХ ЯЗЫКОВ
Abstract: This article discusses some of the methods used in teaching foreign
languages. Also, features of the methods of grammatical translations and direct,
their differences from other methods, information about the factors of their
appearance, advantages and disadvantages.
Keywords: methods of translation, factors, approach, technology, pedagogy,
innovation, structure, strategy.
Аннотация. В этой статье рассматривается о некоторых методах
используемых в процессе обучения иностранного языка. А также
рассмотрены особенности методов грамматических переводов и прямых,
их различия от других методов, дана информация о факторах их появления,
преимущества и недостатки.
Ключевые слова: методы перевода, факторы, подход, технология,
педагогика, инновация, структура, стратегия.
If we look through the history of language teaching we can find a lot of
information about approaches, methods and strategies in teaching second or
foreign languages. For more than a hundred years, discussions and debate have
been focused on issues such as the role of grammar in language, curriculum, the
role of vocabulary in language learning, teaching skills, implementing methods for
conducting the lessons, learners’ communication skills and others. Since 1900s

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language teachers and supervisors have used different approaches and methods.
Some of them were widely used in most countries and good results were achieved
through them. But as time passed one approach or method had to be replaced by
another one due to the fact that the new method had more effective and appealing
ideas and theories. And the new one appeared to be more useful and successful.
Among these, here we will try to give some general information about
Grammar Translation method and The Direct method and their usage in teaching
language. It is known from the history of foreign language, learning has always
been an important practical concern. Nowadays English is taught throughout the
world because it is the most important and widely used international language in
the world, but five hundred years ago it was Latin for it was dominant language of
education, religion, medicine and government also. The study of foreign language
was based on the study of Latin language and it became the standard way of
studying foreign languages in schools. These foreign languages were taught like
Latin language teaching. Mainly grammar rules, lists of vocabulary and sentences
for translation included textbooks. Students had to spend more time on translating
given sentences. This approach to foreign language teaching became known as the
Grammar-Translation method. The main specific points of GTM are as
followings:
-the native language of learners is used in order to learn second language;
-more attention is paid to reading, writing than listening and speaking;
-reading texts, the list of vocabulary are given for translation;
-much of the lesson is devoted to translating into and out of the target
language.
Learners are expected to attain standards in translation and grammar is taught
deductively that is by presentation and study of grammar rules. Learners got
excellent knowledge in translation and structure of the target language through
GTM. But it has its disadvantages because they had to memorize endless lists of
unusable grammar rules and vocabulary. Although they were good in translation

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and structure they couldn‘t communicate well in foreign language. This was one
of t he causes for rejection of the GTM. Since this method was not very effective
in preparing students to use the target language communicatively other successful
methods were needed at that time.
In the late of the nineteenth century opposition to this teaching method
gradually developed in several European countries. Throughout the history of
language teaching attempts have been made to make second language learning
more like first language learning. This led to the development of the Direct
method. The Frenchman C. Marcel referred to child language learning as a model
for language teaching. The Direct method is referred “natural method”, “reform
method”, “psychological method”, “anti-grammatical method”.
The Direct method was introduced in France and Germany and became
widely known in the USA through its use by Sauveur and M. Berlitz in successful
commercial language schools. Main principles of this method are:
No translation allowed;
Grammar is taught inductively;
Correct pronunciation and grammar emphasize;
Concrete vocabulary is taught through demonstration, using pictures,
gestures, mime and abstract vocabulary is taught by association of ideas.
Classroom instructions are conducted exclusively in the target language.
Here we should also mention about beneficial points of using The Direct
method in teaching foreign languages. As being referred “natural method” in
linguistics we can explain that a foreign language, not only English, but also
French, German, Italian and other languages were taught naturally without
learners‘ native languages. They learned the second language like a child
learning. By using only the target language in the classroom they are adapted to
know all words which they need to communicate step by step. They were given
every day vocabulary and they use grammar based on the given vocabulary. In my
point of view demonstration is also very helpful technique for them to memorize,

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because by seeing objects and pronouncing their names they can easily catch the
meaning of these words. But in the other hand using only the target language in
the class may bring some difficulties for learners, especially about reading. They
can misunderstand some foreign words’ meanings although they are given
definitions of these words in the target language. This is considered to be one of
the weak points of this method. In such kind of situations translation is a good way
to achieve good results.
From abovementioned information we can conclude, that there is no perfect
method or approach in teaching language. All of them have advantages and
disadvantages with their usage. But an experienced teacher should know where
and how to use them according to the purpose of the lesson.

REFERENCES:
1. Diane Larsen Freeman. Techniques and principles in language t eaching.
2. Mohan, Bernard. 1986. Language and Content. Reading, MA: Addison -
Wesley.
3. Oiler, John. 1993. Methods that Work. Boston, MA: Heinle & Heinle.

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