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North Eastern Mindanao State University

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A HANDOUT IN EL 103 (Principles and Theories of Language Learning and

Language Acquisition)
DIRECT APPROACH
Prepared by Josheen D. Nisperos BSED English 2

Objectives:
At the end of the lesson discussion, the students are expected to:
1. Recognize the value of the direct approach in language teaching.
2. Identify both the advantages and limitations of this approach.
3. Reflect on instances where the direct approach is used, either unintentionally or intentionally, in
English language learning.

Direct Approach
The direct approach is described as an approach that primarily relies on oral communication and
uses the target language without any translation. To enhance language proficiency, educators expose
students to real-life situations and interactions (Альмурзаева & Усманoв, 2022). The direct method is
defined as a natural method that prioritizes learning via conversation and immersion over exercises in
translation or specific grammatical instruction. Its main goal is to instruct language in a manner that
emulates how people learn languages naturally (Keo & Lan, 2024). The direct approach's historical origins
in the 17th century, emphasis on teaching language through direct engagement, and rejection of
translation are what define it. It is renowned for fostering a multilingual atmosphere (Firdaus, 2024).
Immersion in the target language by oral communication is the main goal of the direct approach. In
contrast to other approaches, this one avoids translation (Marques & Caldas, 2024). The direct method is
defined as focusing on speaking and listening abilities of using the target language with an aim of
increasing the naturalness and contextual relevance of using such language and to neglect translation and
rote memorization (Hampel & Stickler, 2024).

The direct approach is applied by letting students immerse themselves through conversational
practices and contextual learning of using the target language. As with the teachers, they will use the
target language for their instructions, making sure that the usual approach, which is the translational
approach, is avoided (Альмурзаева & Усманов, 2022). It is also used by making students engaged in
dialogue and practical conversations without even opting for grammar-focused translation (Keo & Lan,
2024). The direct approach in language learning can also be used while talking about contemporary and
relevant topics that relate to students (Firdaus, 2024; Marques & Caldas, 2024). Direct approach can also
be done with the use of technology with the same pattern of reason as mentioned before (Hampel &
Stickler, 2024).

The direct approach is preferred for it provides a more authentic language learning, similarly as
how we learn or acquire our first language, which can be seen that it focuses much on real-life
communication rather than letting students learn abstract grammar rules (Альмурзаева & Усманов,
2022). It is also more closely aligned with natural language acquisition processes, which makes students
more intuitive and less reliant on translation as they engage in the process of learning (Keo & Lan, 2024).
It also let the classroom be turned into an environment where language is used practically (Firdaus, 2024).
Also, it is preferred because of its ability to integrate technology for dynamic learning as compared to the
usual memorization approach (Hampel & Stickler, 2024).

History of Direct Approach

Reformers, linguists, and language educators were important in advancing the direct method.
Advocates of immersive language learning included notable personalities in education like Johann
Heinrich Pestalozzi and, later, the Berlitz schools (Firdaus, 2024). Sauver, also an educator, is one of the
influentials in promoting immersive language teaching techniques (Pemberton, 2024).

Across Europe and the US, the direct method became more and more popular. Language schools,
like those founded by the Berlitz organization, rose to attention as instructional settings for the direct
approach have become known globally.

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 In the 18th and 19th centuries, the direct method's application increased significantly in these
periods, especially after the late 1800s. During this period, educational methods were changing as
civilizations began to place more importance on the practical language skills required for international
trade, diplomacy, and interactions between cultures (Firdaus, 2024). According to Pemberton (2024), it
even first appeared during the Reform Period of language instruction in the 19th and 20th centuries.

This approach's introduction serves as the aftermath of an increased demand for efficient
communication in a globalizing society (Firdaus, 2024) and as educators recognized that the traditional
methods often fail to make students use their target language in real-life situations (Pemberton, 2024).

Pros and Cons of Direct Approach

The direct method's pros are that it lets the competency of students' language use be raised while
using it by imitating real-life situations and by immersing them in the learning process just to solidify their
speaking and listening abilities (Альмурзаева & Усманoв, 2022). It also encourages more skillful
communication while throwing out the use of translating their first language into their target language and
the need for memorization (Keo & Lan, 2024). It also builds a rich learning environment and sustains
students' motivation throughout the class (Firdaus, 2024). When comparing this to a grammar-focused
approach, it also makes a classroom more interactive through oral participation and effective to encourage
the use of their target language (Marques & Caldas, 2024). The strengths of this approach are that it has
flexibility to integrate contemporary technology that makes possibilities for contextually relevant and
interesting learning experiences for the students (Hampel & Stickler, 2024).

Still, the direct approach has its weaknesses. Among them is that it has difficulties catering to
varying students' learning demands. There could be gaps for grammar instruction as this approach has no
systematic grammar training (Альмурзаева & Усманoв, 2022; Keo & Lan, 2024). It also does not help
students to completely immerse themselves in multilingual environments and sustain regular language use
if there is an absence of proper supervision of the teacher (Firdaus, 2024). To those students who struggle
with comprehending the language they target to learn because they require more controlled and gradual
learning, they may find it difficult and ineffective (Marques & Caldas, 2024). There are also possibilities
that not all students have access to or possession of contemporary technology, and because
contemporary technology is being integrated in teaching, ongoing modification is demanded in this
(Hampel & Stickler, 2024).

Language Acquisition and Language Learning in Direct Approach

The direct approach (also called the direct method) is one of the crucial components of language
acquisition for replicating the natural process of how we acquire our first language. This approach
emphasizes oral communication as the basis for education, which leads to encouraging students to
prioritize speaking and listening abilities above written language (Альмурзаева and Усманoв, 2022). This
is similar to how language acquisition develops, where oral communication and comprehension come first
before reading and writing skills. From this, it is expected that students will develop fluency and confidence
through this kind of communication.
This point is being affirmed by Marques and Caldas (2024). They point out that the direct approach
creates an environment that is immersive for students, for this leads them to be exposed to real-world
language use. Instead of absorbing the vocabulary and linguistic structures through separate grammar
exercises, let them absorb the language structures. With Keo and Lan's research (2024), using
communicative and interactive approaches in language instruction not only improves their language
learning but also makes them more engaged. Real-world communication and immersion experiences aid
students' capability to use the target language in a variety of situations for them to be fluent (Hampel &
Stickler, 2024).
Direct approach involves active language use in the classroom. This approach lets students learn
their target language by replacing the standard grammar learning with real-world communication
approach. From this way, it makes students to be immersed in learning the target language, making them
to deeply comprehend and retain the language. (Альмурзаева and Усманoв, 2022) contend that students
can learn more through oral communication and comprehension over rote memorizing of grammatical
rules. Marques and Caldas (2024) said that it encourages learners to be involved in active conversations
which is helpful for them to use the language in a certain context and for them to develop their fluency.

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Assessment
Write the correct answer in ¼ sheet of paper.

1. What is the primary focus of the Direct Approach in language teaching?

- A) Grammar exercises
- B) Oral communication
- C) Translation exercises
- D) Memorization techniques

2. Which of the following best describes the Direct Approach?

- A) Emphasizes translation and grammatical rules
- B) Relies heavily on memorization
- C) Uses the target language exclusively without translation
- D) Focuses on writing skills before speaking skills

3. What historical period saw the rise of the Direct Approach?

- A) 16th Century
- B) 17th Century
- C) 18th and 19th Centuries
- D) 20th Century

4. Who among the following is NOT associated with the promotion of the Direct Approach?
- A) Johann Heinrich Pestalozzi
- B) Berlitz Schools
- C) Sauver
- D) Grammar Translation Method Proponents

5. Which of the following is a key advantage of the Direct Approach?

- A) Emphasis on translation
- B) Systematic grammar instruction
- C) Enhanced speaking and listening skills
- D) Use of rote memorization

6. What is a notable limitation of the Direct Approach?

- A) Provides extensive grammar training
- B) Ensures all students have access to technology
- C) Difficulties in catering to varying learning demands
- D) Fosters multilingual environments

7. Which method contrasts with the Direct Approach by emphasizing translation and grammar rules?
- A) Communicative Approach
- B) Task-Based Learning
- C) Grammar Translation Method
- D) Immersion Method

8. How does the Direct Approach facilitate language learning according to Keo & Lan (2024)?
- A) By focusing on written exercises
- B) Through communicative and interactive techniques
- C) By avoiding all oral communication
- D) By focusing solely on grammatical accuracy

9. What was a major reason for the introduction of the Direct Approach?
- A) The failure of the grammar-translation method to foster practical language use
- B) The success of the grammar-translation method
- C) Increased focus on written language
- D) Desire to simplify memorization techniques

10. In which educational setting did the Direct Approach gain significant popularity?
- A) Primary schools
- B) Berlitz schools
- C) Technical colleges
- D) Online learning platforms

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11. Which of the following statements is true about the Direct Approach’s application?
- A) It requires students to memorize vocabulary lists
- B) It uses the target language for instructions and interactions
- C) It heavily relies on translation exercises
- D) It focuses on rote memorization of grammatical rules

12. Which of the following is a disadvantage of integrating contemporary technology in the Direct
Approach?
- A) Enhanced student motivation
- B) Possibility of uneven access to technology
- C) Increased interaction in the classroom
- D) Improved language immersion

13. How does the Direct Approach handle grammar instruction?

- A) It offers systematic grammar lessons
- B) It integrates grammar instruction within real-life contexts
- C) It avoids systematic grammar instruction
- D) It focuses primarily on written grammar exercises

14. Which component of language acquisition does the Direct Approach emphasize?
- A) Written language before oral skills
- B) Oral communication and comprehension
- C) Grammar and translation
- D) Memorization of vocabulary

15. What is a key goal of the Direct Approach according to Hampel & Stickler (2024)?
- A) To promote rote memorization
- B) To increase the naturalness and contextual relevance of language use
- C) To avoid the use of contemporary technology
- D) To focus exclusively on grammatical accuracy

16. What educational reformers supported the Direct Approach?

- A) Grammar-translation method proponents
- B) Johann Heinrich Pestalozzi and Berlitz Schools
- C) Advocates of rote memorization
- D) Traditional grammar instructors

17. What is one challenge of the Direct Approach related to diverse learning needs?
- A) It offers excessive grammar instruction
- B) It may not address all students' learning requirements effectively
- C) It is highly flexible with no technological needs
- D) It ensures all students are equally motivated

18. According to the lesson, how does the Direct Approach affect student motivation?
- A) It decreases motivation through repetitive exercises
- B) It maintains or enhances motivation through interactive and practical language use
- C) It has no effect on student motivation
- D) It increases motivation by focusing on written tests

19. What is the Direct Approach’s stance on the use of the target language?
- A) It uses the target language only occasionally
- B) It avoids using the target language in favor of translation
- C) It employs the target language exclusively for communication and instruction
- D) It prioritizes grammar translation over language use

20. How does the Direct Approach support language acquisition according to Marques & Caldas (2024)?
- A) By isolating vocabulary and grammar
- B) Through immersive real-world communication experiences
- C) By focusing on memorization techniques
- D) Through extensive use of translation exercises

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Answer Key
1. B 11. B
2. C 12. B
3. C 13. C
4. D 14. B
5. C 15. B
6. C 16. B
7. C 17. B
8. B 18. B
9. A 19. C
10. C 20. B

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References

1. Альмурзаева, П.Х., Усманов, Т.И., (2022). The direct method of teaching a foreign language.
Management of Education, 71-76. doi: 10.25726/t5684-9645-5853-l
2. Firdaus, R. (2024). 1. Tatbiq al-Thariqoh al-Mubasyirah fi al-Fashl al-Syarqi al-Tsani bi Markaz
Arabiyah Pare Kediri. doi: 10.58223/al-wazan.v2i1.170
3. Hampel, R., & Stickler, U. (Eds.). (2024). The Bloomsbury Handbook of Language Learning and
Technology. Bloomsbury Publishing.
4. Keo, V., Lan, B. (2024). 1. Exploring Language Teaching Methods: An in-Depth Analysis of
Grammar Translation, Direct Method, and Audiolingual Method: A Literature Review. doi:
10.59890/ijasse.v2i2.1766
5. Marques, W.B., Caldas, V.O., Neto, F.M. (2024). Foreign language teaching methods. doi:
10.56238/sevened2024.002-015
6. Pemberton, I. (2024). Historical Teaching Approaches. 7-15. doi: 10.1007/978-3-031-53414-0_2

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