DIRECT METHODMETHOD OF TEACHING

HAYATUN RIZA

DEFINITION

The direct method of teaching, which is sometimes called the natural method, and is often

(but not exclusively) used in teaching foreign languages, refrains from using the learners' native

language and uses only target language.

•  Characteristic features of the direct method are:• teaching concepts and vocabulary through

pantomiming, real-life and other visual materials• teaching grammar by using an inductive approach

(i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)

• centrality of spoken language (including a native-like pronunciation)

• focus on question-answer patterns

PRINCIPLES• Classroom instructions are conducted exclusively in the target language.• Only everyday vocabulary and sentences are taught during the initial

phase; grammar, reading and writing are introduced in intermediate phase.• 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.

• Grammar is taught inductively.• New teaching points are introduced orally.• Concrete vocabulary is taught through demonstration, objects, and

pictures; abstract vocabulary is taught by association of ideas.• Both speech and listening comprehensions are taught.• Correct pronunciation and grammar are emphasized.• Student should be speaking approximately 80% of the time during the

lesson.• Students are taught from inception to ask questions as well as answer

them.

 DIRECT METHOD BASED ON BELIEF THAT:

1• Knowing a language was being able to speak it! Primacy

of spoken word. New method laid great stress on correct pronunciation and target language from outset. Advocated teaching of oral skills at expense of every traditional aim of language teaching.

2• Second language learning must be an imitation of first

language learning, as this is the natural way humans learn any language, and so MT has no place in FL lesson. (Baby never relies on another language to learn its first language).

3• Printed word must be kept away from second language

learner for as long as possible (same as first language learner, who doesn't use printed word until he has good grasp of speech).

4• The written word / writing

should be delayed until after the printed word has been introduced.

5• The learning of grammar/

translating skills should be avoided because they involve the application of the MT.

6• All above items must be

avoided because they hinder the acquisition of a good oral proficiency.

DISADVANTAGES OF DIRECT METHOD

1. Major fallacy of Direct Method was belief that second language should be learned in

way in which first language was acquired - by total immersion technique. But obviously far

less time and opportunity in schools, compared with small child learning his

mother tongue.

2. Is first language learning process really applicable to second foreign language learning at later stageFirst language learning is essential part of child's total growth of awareness of world around him. He starts off with blank sheet, then starts collecting/selecting organising the experience of a totally new world, perceived through his senses, by formulating a variety of pre-verbal concepts.Subsequently part of the process of learning how to live is the acquisition of skills to verbalise his desires and aversions and to label his concepts, so as to make living more sufficient and secure.Effectiveness of these verbalising skills depends on maturation level of the child / on type of environment on intelligence.Language is part of an intrinsic process through which child learns to recognise/ deal with new situations.  

3. Compare learning of second languageAt 11 years of age, child is not interested in recognition of new living situations, child has normally learned the basic concepts and can handle situations for ordinary living purposes. So as far as 'learning to live' is concerned, no similarities between two processes of learning. (not the case for immigrant children - they need to learn English for survival purposes - therefore motivating force is totally different).Older child has already at his disposal a first language, which is securely fixed to the universe of things; (s)he is equipped with this advantage; first language learner does not have this.Older child is more mature and it would seem nonsensical to imitate first language learning processes totally for learning additional language. (think of contact hours needed)  this is argument for using MT (anti Direct Method).What does foreign language learner wish to know first? to know the FL equivalent of MT sentences/ words used in hitherto familiar situations.To learn how to handle certain known/ recurring situations through the medium of the FL. He doesn't wish to handle completely new situations in FL terms.

4. The Direct Method rejects use of the printed word - but this objection is illogical since second language learner has already mastered his reading skills.

5. Later disciples of Direct Method took it to extremes and refused to speak a single word of English in lessons.

6. Successful teacher of the Direct Method needed competence in his language / stamina/ energy/ imagination/ ability and time to create own materials and courses

7. Also Direct Methodists failed to grade and structure their materials adequately - no selection, grading or controlled

presentation of vocabulary and structures. Plunged pupils into flood of living language - quite bewildering for pupils.