The Direct Method

Background.

It was established in Germany and France around 1900. The direct method of teaching was
developed as a response to the Grammar-Translation method. It sought to immerse the learner in
the same way as when a first language is learnt. It was adopted by key international language
schools such as Berlitz in the 1970s and many of the language departments of the Foreign Service
Institute of the U.S. State Department.

The direct Method is based on observation of acquisition of mother tongue. As teachers became
frustrated with the students inability to communicate orally, they began to experiment with new
techniques. The idea was that foreign language teaching must be carried out in the same way
people learn their mother tongue.

Teacher's Role:

 Teachers introduce the new language to the students exclusively in the target language, not
in their mother tongue. Because in this method, they never translate: they demonstrate.
 Teachers use pictures, realia or pantomime to demonstrate and communicate words or ideas
in their classes.
 Teachers emphasize interactions with the students, asking them questions and trying to use
grammatical structures of the day in conversations, and using the new vocabulary.
 Teachers make students speak much, and he/she finds various techniques to get the students
to self-correction. The teacher makes emphasize in both speech and listening
comprehension.

Learner's Role:

 Students learn by self-correction, and they put into practice their oral communication skills.
  Students are active learners in every class they participate actively in the acquisition of the
target language.

Characteristics:

 Grammar is taught inductively.

 Sometimes it`s called the natural method.
 Emphasis is put on correct pronunciation and grammar.
 Oral communication skills are built up in a carefully graded progression organized around
question-and-answer exchanges between teachers and students in small, intensive classes.
 Concrete vocabulary is taught through demonstration, objects, and pictures; abstract
vocabulary is taught by association of ideas.

Techniques that I can use:

Question and Answer exercise: The emphasis is on speaking in the target language. The teacher can
provide oral practices in order to the students develop their skills.

 Dictation:

Teachers using the direct method read aloud to students in the target language. The teacher reads
information appropriate for the student's speaking level three times. The first time, students listen.
The second time, the teacher reads the passage sentence by sentence, slow enough so students can
write down what they hear. The third time, the teacher reads the passage normally and students
check over what they've written to make sure it's correct.

 Conversations practices:

Students can use situations of their real life to express their ideas. At the same time, they can
practice self-correction with their classmates.

DIRECT METHOD SWOT

S: STRENGTHS:

1. Students learn the new language base on observation, and language acquisition is similar of
mother tongue- It allows the students to learn new words and expressions quickly.
2. Due to application of the Direct Method, students are able to understand what they learn,
think about it and then express their own ideas in correct way about what they have read
and learnt.
 3. The teacher explains new vocabulary using realia, visual aids or demonstrations.

W: WEAKNESSES:

1. The method ignores systematic written work and reading activities and sufficient attention
is not paid to reading and writing.
2. In the Direct Method is its assumption that a second language can be learnt in exactly the
same way as a first, when in fact the conditions under which a second language is learnt are
very different.

O: OPPORTUNITIES:

1. Students have the opportunity to practice correction with their classmates.

2. The use of the target language for all class instructions, and the use of visuals and realia to
illustrate meaning.
3. Its emphasis on speech made it more attractive for those who have needs of real
communication in the target language.

T: THREATS:

1. In larger classes, this method is not properly applied and teaching in this method does not
suit or satisfy the needs of individual students in large classes.
2. Since in this method, grammar is closely bound up with the reader, difficulty is experienced
in providing readers of such kind
3. There are many abstract words which cannot be interpreted directly in the target language
and much time and energy are wasted in making attempts for the purpose
 THE DIRECT METHOD (DM)

DM was born as a reaction to GTM because GTM cannot prepare learners for real life language
situations in which oral communication is the media.

1. Learning Theory: Inductive learning is essential. There is a direct relation between form and
meaning. L2 learning is similar to L1 acquisition. There is a direct exposure to the target
language. Exposure of Long chunks in the target language. Learning occurs naturally.

2. Language Theory: Language is for oral use. Each language is unique. There is a direct relation
between form and meaning. No other language should interfere when learning a language.

3. Culture: Not only art or literature, but also other aspects of culture (namely, life style, customs,
traditions, institutions, food, daily habits, history, geography, etc.) Should be taken into
consideration. Daily speech is important.

4. Teacher's Role: The teacher usually directs the interactions but he/she is not as dominant as
in GTM. Sometimes acts like a partner of the students.

5. Students' Role: Sts are active participants. Sometimes pair works take place. Even the teacher
takes roles in activities.

6. Interactions: T- st and St - st interactions often occur.

7. Vocabulary Teaching: Pictures, realia, examples, sample sentences are used to teach
vocabulary. Use of L1 is not allowed. There is a direct relation between form and meaning.

8. Grammar Teaching: Grammar is taught inductively. Examples and drills are given and students
are expected to discover and acquire the rules. Drills like chain drill, yes question, no question,
or question are used to help students induce the rule.

9. Materials: Reading passages (for topics), Dialogues (for situation), plays (for situations) are
used.

10. Syllabus: Situational and topical syllabuses are used.

11. Role of L1: L1 is not permitted.

12. Evaluation: Sts' ability to use the language is tested. Not about language, the language itself.

13. Goals and Objectives: Teaching Sts how to communicate in the target language. Teaching
of thinking in the target language.

14. Error Correction: Sts' self correction.

15. Sts' Feelings: There is no information dealing with this issue.

16. Techniques: Reading aloud, Question and answer exercise, self correction, conversation
practice, fill-in-the-blank exercise, dictation, drawing (for listening comprehension), and
paragraph writing.

17. Skills: Speaking, listening, reading and writing are important skills. Especially speaking and
listening are emphasised. Vocabulary is over grammar.