Тиллар ўҚитиш методикаси ва таълим технологиялари

The Grammar Translation Method.
The grammar translation method looks upon language learning as an intellectual activity. Untill twenty-thirty years ago, this method was commonly used in Europe to teach Latin in schools. For a long time, it was uncritically assumed that this was the only way languages should be taught. It was transferred to the teaching of modern languages when they were introduced into schools, first as an optional and then as a compulsory subject. In a typical Grammar Translation class the main focus is on reading and writing, with little attention being given to speaking or listening. The method consisted of giving the pupils grammatical rules and paradigms. Paradigms are lists of forms arranged according to a grammatical pattern.
For example: Simple Present Indicative Active Tense of the verb "to go".

	Singular	Plural
First person	I go	We go
Second person	You go	You go
Third person	He She goes It -	They go

The central text for each lesson is literary. Passages are selected from authors such as M. Twain, Ch. Dickens or modern writers. These passages are read and then comprehension questions are asked and answered, first orally, then in writing. Grammar is taught deductively, through presentation and study of the rules, followed by practise through translations and exercises.
Students were also given lists of vocabulary together with their translation equivalents in their mother tongue. And they were given grammatical rules such as the rule for the usage of some and any together with any exceptions to these rules. First students had to memorize all these" "facts" about the language and they were often tested on their knowledge by being asked to recite the paradigms or give the translation of words. Or they were asked to "parse" words.
E.g. “He goes" is the third person singular of the simple present indicative active tense of the verb "to go". Next the students were made to put their knowledge to use by translating sentences or texts from mother tongue to foreign language or vice-versa. So memorization particularly may be considered a valued teaching tool, especially in societies where oral traditions are strong, or where periods of study in Koranic or Buddhist schools are the norm.
In teaching a foreign language by means of the grammar-translation method attention was paid to the assimilation of grammar rules of the foreign language that pupils studied. The vocabulary was "turned up" to grammar.
Translation was extensively unilized both as a means of explanation of new words, grammar forms, and structures, anas a means of mastering the foreign language, all exercises for assimilating the language material being limited to translation from the mother tongue into the foreign language and from the foreign language into the mother tongue.
The distinguishing features of the grammar-translation method are: 1) insistence upon grammatical analysis and 2) the assumption that grammatical categories can be defined in general terms with reference to meaning, the grammatical categories being the common denominator of all languages. According to this method the best way to say a sentence in a foreign language is to start with a sentence in the mother tongue, analyze it grammatically into such components as subject, i.e. one who performs the action, predicative, that which denotes the action, object, that which receives the action, etc. If necessary pupils go on with the analysis, for example, they name tense, mood, etc.Then the pupils istold to find the corresponding forms in the foreign language.