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Direct Method

The Direct Method is a language teaching approach that emphasizes immersion in the target language without translation, focusing on oral communication and inductive grammar learning. Key principles include using only everyday vocabulary, teaching vocabulary through context and interaction, and encouraging student participation in conversations. This method aims to develop students' ability to think and communicate in the target language effectively.

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Рабия Туратбековна
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11 views5 pages

Direct Method

The Direct Method is a language teaching approach that emphasizes immersion in the target language without translation, focusing on oral communication and inductive grammar learning. Key principles include using only everyday vocabulary, teaching vocabulary through context and interaction, and encouraging student participation in conversations. This method aims to develop students' ability to think and communicate in the target language effectively.

Uploaded by

Рабия Туратбековна
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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THE DIRECT METHOD

It’s a language teaching method that involves solely using the target language—no
translating allowed. Explicit grammar instruction is exchanged for letting students
learn through observation and trial and error. (reference 1)

The Direct Method also referred to as the natural method started


with Francois Gouin and was picked up by Berlitz and Sauveur in the 19th
century. It became very well known in the United States through its use by Sauveur
and Maximilliam Berlitz successful in the commercial language school.(reference 2)

In practice it stood for the following principles and


procedures:

1. Classroom instruction was conducted exclusively in the target


language.

2. Only everyday vocabulary and sentences were taught.

3. Oral communication skills were built up in a carefully graded


progression organized around question-and-answer exchanges between
teachers and students in small, intensive classes.

4. Grammar was taught inductively.

5. New teaching points were introduced orally.

6.Concrete vocabulary was taught through demonstration,


objects, and pictures; abstract vocabulary was taught by association of ideas.

7. Both speech and listening comprehension were taught.

8. Correct pronunciation and grammar were emphasized.

These principles are seen in the following guidelines for teaching oral
language, which are still followed in contemporary Berlitz schools.

We can call it "13 never."


*Never translate: demonstrate
*Never explain: act
*Never make a speech: ask questions
*Never imitate mistakes: correct
*Never speak with single words: use sentences
*Never speak too much: make students speak much
*Never use the book: use your lesson plan
*Never jump around: follow your plan
*Never go too fast: keep the pace of the student
*Never speak too slowly: speak normally
*Never speak too quickly: speak naturally
*Never speak too loudly: speak naturally
*Never be impatient: take it easy(cited in Titone 1968: 100-101)
(reference 3)

1. What are the goals of teachers who use the Direct Method?
Teachers who use the Direct Method intend that students learn how to
communicate in the target language. In order to do this successfully, students
should learn to think in the target language.

2 What is the role of the teacher? What is the role of the students?
Although the teacher directs the class activities, the student role is less passive than
in the Grammar-Translation Method. The teacher and the students are more like
partners in the teaching-learning process.

3. What are some characteristics of the teaching/learning process?


Teachers who use the Direct Method believe students need to associate
meaning with the target language directly. In order to do this, when the teacher
introduces a new target language word or phrase, he demonstrates its meaning
through the use of realia , pictures, or pantomime; he never translates it into the
students' native language. Students speak in the target language a great deal and
communicate as if they were in real situations. In fact, the syllabus used in the
Direct Method is based upon situations (for example, one unit would consist of
language that people would use at a bank, another of the language that they use
when going shopping) or topics (such as geography, money, or the
weather).Grammar is taught inductively; that is, the students are presented with
examples and they figure out the rule or generalization from the examples. An
explicit grammar rule may never be given. Students practice vocabulary by using
new words in complete sentences.
4. What is the nature of student-teacher interaction? What is the
nature of student-student interaction?
The initiation of the interaction goes both ways, from teacher to students and from
students to teacher, although the latter is often teacher-directed. Students converse
with one another as well.

5 How are the feelings of the students dealt with?


There are no principles of the method which relate to this area.

6. How is language viewed? How is culture viewed?


Language is primarily spoken, not written. Therefore, students study common,
everyday speech in the target language. They also study culture consisting of the
history of the people who speak the target language, the geography of the country
or countries where the language is spoken, and information about the daily lives of
the speakers of the language.

7. What areas of language are emphasized? What language skills are


emphasized?
Vocabulary is emphasized over grammar. Although work on all four skills
(reading, writing, speaking, and listening) occurs from the start, oral
communication is seen as basic. Thus the reading and writing exercises are based
upon what the students practice orally first. Pronunciation also receives attention
right from the beginning of a course.

8 What is the role of the students' native language?


The students' native language should not be used in the classroom.

9 How is evaluation accomplished?


We did not actually see any formal evaluation in the class we observed;
however, in the Direct Method, students are asked to use the language, not to
demonstrate their knowledge about the language. They are asked to do so, using
both oral and written skills. For example, the students might be interviewed orally
by the teacher or might be asked to write a paragraph about something they have
studied.

10 How does the teacher respond to student errors?


The teacher, employing various techniques, tries to get students to self-correct
whenever possible.(reference 4)
(reference 5)

(reference 6)

The Direct Method emphasizes immersion, conversation, and inductive grammar


learning, making it highly effective for developing oral skills.

The Indirect Method focuses on learning language through meaningful tasks and
real-world usage, allowing learners to absorb language in a more natural, discovery-
based way.Both methods offer valuable approaches, and many modern language
classrooms combine elements of both to meet the needs of learners.

CONCLUSION:

Focus: Teaching language through direct exposure and immersion, avoiding


translation.

Key Features:
- Only the target language is used in the classroom.
- Emphasizes speaking and listening over reading and writing.
- Vocabulary is taught in context through interaction and conversation.
- Grammar is learned inductively (students infer rules from examples).

Example: Using visual aids, gestures, and real-life conversations to teach new
words and structures.

REFERENCE:

R1: https://www.fluentu.com/blog/educator-english/direct-method-of-teaching-
english/

R2: https://keanesjournal.wordpress.com/2019/06/11/the-direct-method/
R3: Jack C. Richards, Theodore S. Rodgers Approaches And Methods In
Language Teaching Cambridge University Press ( 2001)
https://archive.org/details/jackc.richardstheodores.rodgersapproachesandmethodsin
languageteachingcambridgeuniversitypress2001/page/n11/mode/2up

R4: Techniques & Principles in Language Teaching Diane Larsen-Freeman and


Marti Anderson
https://books.google.ru/books?id=pO2dBgAAQBAJ&printsec=frontcover&hl=ru#
v=onepage&q&f=false

R5: https://images.slideplayer.com/16/4935656/slides/slide_8.jpg

R6: https://chatgpt.com/

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