Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Some advantages of grammar-translation method in
teaching medical students
Shuhkhratjon BOYKHANOV
1
Impulse Medical Institute in Namangan
ARTICLE INFO
ABSTRACT
Article history:
Received March 2025
Received in revised form
15 April 2025
Accepted 25 April 2025
Available online
25 May 2025
This article explores the use of the Grammar-Translation
Method (GTM) to support third-year medical students with
different English language levels at the Impulse Medical
Institute in Namangan. Given the mixed-language backgrounds
of students, GTM was applied to enhance vocabulary
acquisition, reading comprehension, and speaking preparation.
While often criticized for being outdated, the study highlights
the method’s contextual benefits, particularly when adapted
through differentiated instruction. Activities such as word
matching, translating the parts of the text by selecting randomly
helped scaffold learning and promote engagement, especially
among students with weaker language skills. The study found
that 10 out of 15 students actively participated, showing
gradual improvement in both vocabulary and motivation. The
method also provided opportunities for students to engage with
complex medical terms in both English and their native
language. The author concludes that while no single method is
universally best, GTM can be a useful tool in specific contexts
like medical English instruction. Teachers are encouraged to
adapt and integrate traditional methods with modern
approaches for more effective learning outcomes.
2181-
1415/©
2025 in Science LLC.
https://doi.org/10.47689/2181-1415-vol6-iss4/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
collaborative learning,
content-based learning,
deductive approach,
differentiated learning,
grammar-translation
method,
translation exercises.
1
PhD, Senior Teacher, Foreign Languages Department, Impulse Medical Institute in Namangan.
E-mail: boykhanovshuhratjon@gmail.com
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
04 (2025) / ISSN 2181-1415
45
Tibbiyot talabalarini o‘qitishda grammatik tarjima
usulining ayrim afzalliklari
ANNOTATSIYA
Kalit so‘zlar
:
hamkorlik asosida o‘qitish,
kontentga asoslangan,
deduktiv yondashuv,
tabaqalashtirilgan o‘qitish,
grammatik-tarjima usuli,
tarjima mashqlari.
Ushbu maqolada Namangandagi Impuls Tibbiyot Institutining
uchinchi bosqich
talabalarining ingliz tilini o‘rganish darajalaridagi
farqlarni hisobga olgan holda, grammatik
–
tarjima usulini (GTU)
qo‘llash tajribasi o‘rganiladi. Talabalar til bilish darajalari turlicha
bo‘lganligi sababli, GTU lug‘at boyligini oshirish, o‘qishni
rivoj
lantirish va gapirishga tayyorgarlik ko‘rishda qo‘llaniladi.
Ushbu usul har doim ham zamonaviy deb hisoblanmasa-da,
maqolada bu usulning aynan shu kontekstdagi, xususan,
tabaqalashtirilgan yondashuv qo‘llashning foydali jihatlari
ko‘rsatib o‘tiladi. So‘zl
arni moslashtirish, juftlikda matn tarjimasi
va matn qismlarini tasodifiy tanlab tarjima qilish kabi bosqichli
mashg‘ulotlar talabalarni, ayniqsa til darajasi past bo‘lgan
talabalarni faol ishtirok etishga undadi. Tadqiqot natijasida 15
talabaning 10 nafar
i faol ishtirok etdi va lug‘at boyligi hamda
motivatsiyada ijobiy o‘zgarishlar ko‘zga tashlandi. GTU yordamida
talabalar ingliz va ona tillarida murakkab tibbiy terminologiyani
o‘rganish imkoniyatiga ega bo‘ldilar. Xulosa qilib aytganda, muallif
“eng yaxshi metod yo‘q” degan fikrni qo‘llab
-quvvatlaydi va GTU
to‘g‘ri moslashtirilsa, tibbiy ingliz tilini o‘rgatishda samarali vosita
bo‘lishi mumkinligini ta’kidlaydi.
Некоторые преимущества грамматико
-
переводного
метода в обучении медицинских студентов
АННОТАЦИЯ
Ключевые слова:
коллаборативное
обучение,
обучение на основе
контента,
дедуктивный подход,
дифференцированное
обучение,
грамматико
-
переводческий метод,
переводческие
упражнения
.
В данной
статье рассматривается
использование
грамматико
-
переводного метода (ГПМ) в преподавании
английского языка студентам третьего курса Медицинского
института «Импульс» в Намангане, обладающим различным
уровнем языковой подготовки. С учётом языкового
разнообразия обучающихся, ГПМ был применён для
расширения словарного запаса, улучшения понимания текста
при чтении и подготовки к устной речи. Несмотря на
распространённую критику ГПМ как устаревшего подхода,
проведённое исследование подчёркивает его эффективность в
определённом контексте –
особенно при использовании
дифференцированного подхода. Такие виды деятельности,
как подбор слов, групповая работа по переводу и поэтапный
перевод текста, способствовали активному вовлечению
студентов, в особенности обучающихся с низким уровнем
владения языком. Результаты показали, что 10 из 15
студентов
активно
включились
в
работу
и
продемонстрировали прогресс в освоении лексики и
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
04 (2025) / ISSN 2181-1415
46
повышении учебной мотивации. Метод также оказался
полезен для усвоения медицинской терминологии как на
английском, так и на родном языке. В заключение автор
подчёркивает, что универсального метода, подходящего для
всех ситуаций, не существует, и грамматико
-
переводной метод
может быть эффективным инструментом в обучении
медицинскому английскому при условии его грамотной
адаптации.
INTRODUCTION
It is known that there are many types of language learners with different language
backgrounds and language levels in the classroom. Typically, the difference in the
students’ language levels may be
observed in the first level, first course, or students of
any course who are learning English for specific purposes. In this sense, the students of
the Impulse Medical Institute in Namangan have the same problem: students with
different language levels in each course. This article studies this problem particularly by
applying traditional methods, the grammar-translation method, to develop vocabulary,
reading, and preparing for speaking skills. Before reviewing the relevant literature, it is
important to highlight the reason of choosing grammar
–
translation method. Nowadays
high school students are achieving B2 and C1 levels before entering the university.
However, entrance requirements differ from university to university. For some of them,
this requirement is not mandatory. It can be stated that this is the possible or perhaps
precise cause why teachers of English for specific purposes are mostly using or have to
use this method.
LITERATURE REVIEW
As Moe stated in his research (as cited by Vireak & Bunrosy), Latin and Greek were
taught through the grammar translation method. This method was also called the
“classical method” and the “Prussian method”. At the beginning of the 20th century, it
was used to improve language learners’ reading and understanding
of books written in
foreign languages [12].
In 2012 Rahman mentioned seven characteristics of the grammar translation
method (GTM): 1) Lessons are instructed in L1 and less L2; 2) Words are learnt out of
context. 3) Grammar rules are explained in detail; 4) Teaching is focused on word
formation explanation. 5) Difficult classical works are used in reading early; 6) Form-
based exercises are more preferred than meaning-based. 7) More translation drills from
L2 into L1 are applied [7]. In terms of the positive side of this method, Jazilah et al.
(2020) noted the following: 1) Strong emphasis on grammar structure and translation
drills develops both reading and translation skills. 2) It encourages learners to
understand books in L2; 3) It helps language learners use language according to its rules;
4) It improves language learners’ vocabulary through translating literature in foreign
language; 5) It leads to accurate and ordered language using in writing skill [11]
Below it can be seen the negative sides of the grammar translation method.
Rahmati et al. (2019) stated that instruction was mainly with this method and reasonably
was applied in textbooks [8]. In 2012, Mirzaei and Azizian, students in Iran, had low
reading comprehension skills because of this traditional method [5]. As Richards and
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
04 (2025) / ISSN 2181-1415
47
Renandya argued that in this approach meaning is secondary and causes students to be
confused and lose their interest in the text in L1 [9]
In 2007, Sattayatham and Honsa conducted research to identify medical students’
most frequent errors at Mahidol University. According to their research, translation
errors in sentences, paragraphs, and opinion paragraphs were analysed. Results showed
that respondents made errors in conditional sentences (unreal past) in the first category
(85.23%), wrong choice of words in the second category (57.8%), and finally, wrong
choice of vocabulary in the third category (64.90%). [10]
Mesbah et al. studied the effectiveness of two methods, task-based and grammar
translation teaching methods, in teaching reading comprehension. Expectedly, the task-
based method was identified as a better method than grammar translation in teaching
reading to nursing students in Iran who study English for specific purposes. [4]
We analyzed and mentioned a brief history of GTM, its features, its main
advantages, and some disadvantages of it in some domains, research, and context. We
claim that it is not suggested that an argument of a researcher or researchers is
absolutely true towards something, in this context, advantages or disadvantages of the
grammar-translation method. Because the result of both sides of the method is context
bound.
METHODOLOGY
In this article, we aim to show some advantages of this method with 15 third-year
mixed-language ability students of the Impulse Medical Institute in Namangan. As
research material, a difficult text from the study manual in the program is chosen to
translate. Some difficult words, combinations, and their translations are given as a
matching activity. Before translating the text, the parts of text written on slips of paper
are handed out to the pairs of students so they translate it together in 10 minutes. After
pairs of students translated the parts of the text orally at the appointed time, it was asked
to put into the box again. Finally, to check vocabulary and grammar structure indirectly, a
slip of paper with parts of the text is chosen and translated again by a student.
DISCUSSION
Although this article analyses the advantages of the grammar translation method,
it is not purely this method. For instance, first, the task in the study manual is changed
into a translation exercise; second, before translating the text, words and word
combinations are given to translate to check and prepare the translation of the whole
text; third, the slips of paper with parts of the text are handed out to pairs of students so
they do the complex task together; and fourth, every student checks their knowledge,
grammar, and vocabulary by randomly choosing the slips of paper with parts of the text
in the box. It can be seen that the slips of paper with parts of the text are given to
translate rather than asking, “Translate the following text.” In other words, one exercise
can be done in several stages, by forming, developing, and reinforcing activities. As
activities are scaffolding, multistage, and differentiated, so it is differentiated instruction.
On the other hand, we did not explain the structure out of context, but in context, while
or after students translate the parts of the text, we mainly emphasized how students
understand the vocabulary and meaning of the text by working in pairs. This is likely the
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
04 (2025) / ISSN 2181-1415
48
features of number methods and approaches, such as the lexical approach,
communicative approach, content-based, and collaborative learning.
We frequently use this method with our medical students intentionally, mainly for
two reasons, for linguistic and extra-linguistic reasons. By its name, linguistic reason is
known that students have an opportunity to learn some complex medical terms in the
target language and mother tongue as well as grammar via peers or teachers’
explanations within the context directly. While extra linguistic reason is, there are some
students who are shy, lazy, or with limited language background in the class. Their
inactiveness may impact the motivation of the whole class. Thus, in this sense,
differentiated activities work well, particularly for this type of student.
Expectedly, some students reacted negatively when they saw the whole text in the
book to translate. However, most of them changed their behavior gradually when they
translated some difficult words and sentences separated from the text in whole class and
small groups. Importantly, we managed to involve almost all (10 out of 15) students to
participate in the activities by applying the grammar-translation method.
CONCLUSION
In this article we attempted to present some advantages of the grammar-
translation method and how this method effectively impacted third-year multilevel
students of the Impulse Medical Institute in Namangan. We used this method considering
students’ abilities. Based on the point, we have the following recommendations. The first
and the most, as Prahbu stated, ‘There Is No Best Method’ [6][3] as sometimes the
audience chooses for themselves or teachers choose an appropriate method for the
audience. The teachers are facilitators, so they should and can change the tasks given in
the book. The last, but not least, grammar-translation method is suggested to apply for
medical students for linguistic and extralinguistic reasons.
REFERENCES:
1.
Akbari, Zahra&M.H. Tahririan(2009). Vocabulary Learning Strategies in an
ESP Context: The Case of Para/medical English in Iran. The Asian EFL Journal Quarterly
March.11(1): 39-61
2.
Kirkwood, B. (2018). The Grammar Translation Method: History, Overview
and Use in Japan.
3.
Larsen-Freeman, D. (2000). Techiques and principles in language teaching.
Oxford University
4.
Mesbah, Mojgan&Faghani, Masoome.(2015). Task-based and Grammar
Translation Teaching Methods in Teaching Reading Comprehension to nursing students:
An Action Research .Aula Orientalis,V1, 319-325
5.
Mirzaei, M.,& Azizian, F.(2012). Assessment of interactive and Task-Based
Learning (TBL) methods compared to the conventional method of undergraduate
teaching. The Journal of Medical Education and Development, 7,10-17
6.
Prabhu, N. S. (1990). There Is No Best Method-Why? TESOL Quarterly, 24(2),
161
–
176. https://doi.org/10.2307/3586897
7.
Rahman, M. (2012). Grammar translation method (GTM): An effective and
feasible method in Bangladesh context.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
04 (2025) / ISSN 2181-1415
49
8.
Rahmati, Teymour& Sadeghia, Karim, Ghaderi, Farah. (2019). English as a
Foreign Language Teacher Immunity: An Integrated Reflective Practice .Iranian Journal of
Language Teaching Research 10.30466/ijltr.2019.120738
9.
Richards, J.C., Renandya, W.A., 2001. Methodology in Language teaching:
an anthology of current practice. Cambridge University Press.
10.
Sattayatham, Anchalee and Honsa, Somchoen, Jr.(2007).Medical Students’
Most Frequent Errors at Mahidol University, Thailand. 9( 2), 170-194
11.
Sukraningsih, G. A. G., & Karmini, N. N. (2023). The Use of Grammar
Translation Method in English Learning to the Sub-
Districts’junior High Schools in
Tabanan Regency. Suluh Pendidikan, 21(1), 82-89.
12.
Vireak, Keo& Bunrosy(2024). Exploring Language Teaching Methods: An in-
Depth Analysis of Grammar Translation, Direct Method, and Audiolingual Method:A
Literature Review. International Journal of Advance Social Sciences and Education.2(2),
151-168. https://doi.org/10.59890/ijasse.v2i2.1766
APPENDICES
A Match the word combination with their translations.
energy intake
sarflangan energiya
energy expended
yondosh kasalliklar
worldwide concerns
surunkali kasalliklar
epidemic proportions
yoshga qarab standartlashtirilgan foizlar
saturated fats
tana vazni indeksi
chronic illnesses
butun dunyo bo‘ylab muammolar
associated illnesses
to‘yingan yog‘lar
energy imbalance
energiya iste’moli
age-standardized rates
epidemik nisbatlar
cardiovascular disease
katta xavf
div mass index
energiya nomutanosibligi
acceptable weight
yurak-qon tomir kasalliklari
major risk
maqbul vazn
B A list of words to ask orally
1.
consumption
2.
perceptions
3.
compares with
4.
linked to
5.
based on
6.
implications
7.
perceptions
8.
exceeds
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
04 (2025) / ISSN 2181-1415
50
C Slips of paper with parts of the text
