Direct method (education)

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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
the target language. It was established in Germany and France around
1900 and contrasts with the grammar–translation method and other
traditional approaches, as well as with C.J.Dodson's bilingual method. It
was adopted by key international language schools such as Berlitz and
Inlingua in the 1970s and many of the language departments of the
Foreign Service Institute of the U.S. State Department in 2012.[1]

In general, teaching focuses on the development of oral

skills.[2] Characteristic features of the direct method are:

 teaching concepts and vocabulary through pantomiming, real-life

objects 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

Contents

[hide]

 1Definition
  2Aims

 3Essentials

 4Techniques

 5Nature

 6Merits

 7Demerits

 8Principles

 9Pedagogy

 10Historical context

 11See also

 12Notes

 13References

Definition[edit]

Direct method in teaching a language is directly establishing an immediate

and audio visual association between experience and expression, words
and phrases, idioms and meanings, rules and performances through the
teachers' body and mental skills, without any help of the learners' mother
tongue[3]

Aims[edit]

1. Direct method of teaching languages aims to build a direct way into

the world of the target language making a relation between
experience and language, word and idea, thought and expression
rule and performance.

2. This method intends for students to learn how to communicate in

the target language

3. This method is based on the assumption that the learner should

experience the new language in the same way as he/she
 experienced his/her mother tongue without considering the
existence of his/her mother tongue.[4]

Essentials[edit]

1. No translation

2. Concepts are taught by means of objects or by natural contexts

through the mental and physical skills of the teacher only.

3. Oral training helps in reading and writing listening and speaking

simultaneously.

4. Grammar is taught indirectly through the implication of the

situation creation.[5]

Techniques[edit]

1. Question/answer exercise – the teacher asks questions of any type

and the student answers.

2. Dictation – the teacher chooses a grade-appropriate passage and

reads it aloud.

3. Reading aloud – the students take turn reading sections of a

passage, play or a dialogue aloud.

4. Student self-correction – when a student makes a mistake the

teacher offers him/her a second chance by giving a choice.

5. Conversation practice – the students are given an opportunity to

ask their own questions to the other students or to the teacher. This
enables both a teacher-learner interaction as well as a learner-
learner interaction.

6. Paragraph writing – the students are asked to write a passage in

their own words.[4]

Nature[edit]

1. The direct method is also known as natural method. It was

developed as a reaction to the grammar translation method and is
 designed to take the learner into the domain of the target language
in the most natural manner.

2. The main objective is to impart a perfect command of a foreign

language. The main focus being to make the learner think in the
targeted language in the same manner as the learning of his/her
mother-tongue in the most natural way.

3. In traditional language-learning, pupil participation was found to be

diminished as the teaching is perceived to be long and
monotonous.[5]

Merits[edit]

1. Facilitates understanding of language – understanding of the target

language becomes easier due to the inhibition of the linguistic
interferences from the mother tongue, it establishes a direct bond
between contexts, and helps in understanding directly what is heard
and read

2. Improves fluency of speech – fluency of speech results in easier

writing, it tends to improve expression, expression in writing, and it
is a quick way of learning and expanding vocabulary

3. Aids reading – reading becomes easier and more pleasant, and it

also promotes a habit of critical studying

4. Improves the development of language sense

5. Full of activities, which make it interesting and exciting

6. Emphasizes the target language by helping the pupil express their

thoughts and feelings directly in target language without using their
mother tongue

7. Develops listening, speaking, reading and writing

8. Increase in market for goods and services

9. Increased employment opportunities

 10.Helps in bringing words from passive vocabulary into active
vocabulary

11.Helps in proceeding the English language from particular to general,

it bridges the gap between practice and theory

12.Makes use of audio-visual aids and also facilitates reading and

writing

13.Facilitates alertness and participation of students[4][3]

Demerits[edit]

1. Ignores systematic written work and reading activities

2. May not hold well in higher-level classes where the translation

method is more suitable

3. Supports only limited vocabulary – it restricts the scope of

vocabulary as not all words can be directly associated with their
meanings

4. Lacks application – the method aims at active command of a

language, only the clever child can profit by this method

5. Needs skilled teachers; e.g., most of the teachers in Indian schools

have a poor command of English

6. Does not suit or satisfy the needs of individual students in large

classes

7. Inconvenient in a huge class

8. Ignores reading and writing aspects of language learning

9. Does not teach grammar systematically

10.Time-consuming in creating real life situations

11.Less suitable for slow learners, who struggle with this method[4][3]

Principles[edit]
 1. Classroom instructions are conducted exclusively in the target
language.

2. Only everyday vocabulary and sentences are taught during the

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

3. 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.

4. Grammar is taught inductively.

5. New teaching points are introduced orally.

6. Concrete vocabulary is taught through demonstration, objects, and

pictures; abstract vocabulary is taught by association of ideas.

7. Both speech and listening comprehensions are taught.

8. Correct pronunciation and grammar are emphasized.

9. Student should be speaking approximately 80% of the time during

the lesson.

10.Students are taught from inception to ask questions as well as

answer them.

Pedagogy[edit]

The key Aspects of this method are:

I. Introduction of new word, number, alphabet character, sentence or

concept (referred to as an Element) :

• SHOW...Point to Visual Aid or Gestures (for verbs), to ensure student

clearly understands what is being taught.

• SAY...Teacher verbally introduces Element, with care and enunciation.

• TRY...Student makes various attempts to pronounce new Element.

• MOLD...Teacher corrects student if necessary, pointing to mouth to
show proper shaping of lips, tongue and relationship to teeth.

• REPEAT...Student repeats each Element 5-20 times.

NOTE: Teacher should be aware of "high frequency words and verbs" and
prioritize teaching for this. (i.e. Teach key verbs such as "To Go" and "To
Be" before unusual verbs like "To Trim" or "To Sail"; likewise, teach Apple
and Orange before Prune and Cranberry.)

II. Syntax, the correct location of new Element in sentence:

• SAY & REPEAT...Teacher states a phrase or sentence to student; Student

repeats such 5-20 times.

• ASK & REPLY IN NEGATIVE...Teacher uses Element in negative situations

(e.g. "Are you the President of the United States?" or "Are you the
teacher?"); Students says "No". If more advanced, may use the negative
with "Not".

• INTERROGATIVES Teacher provides intuitive examples using 5 "w"s

(Who, What, Where, Why, When) or How". Use random variations to
practice.

• PRONOUNS WITH VERBS Using visuals (such as photos or illustrations)

or gestures, Teacher covers all pronouns. Use many random variations
such as "Is Ana a woman?" or "Are they from France?" to practice.

• USE AND QUESTIONS...Student must choose and utilize the

correct Element, as well as posing appropriate questions as Teacher did.

III. Progress, from new Element to new Element (within same lesson):

A. Random Sequencing:

1. After new Element (X) is taught and learned, go to next Element (Y).

2. After next Element (Y) is taught and learned, return to practice

with Element (X).

3. After these two are alternated (X-Y; Y-X; Y-Y, etc), go to 3rd Element (Z).
4. Go back to 1 and 2, mix in 3, practice (X-Y-Z; Z-Y-X; Y-Y-Z, etc.) and
continue building up to appropriate number of Elements (may be as many
as 20 per lesson, depending on student, see B.1), practicing all possible
combinations and repeating 5-20 times each combination.

B. Student-Led Limits:

1. Observe student carefully, to know when mental "saturation" point is

reached, indicating student should not be taught more Elements until
another time.

2. At this point, stop imparting new information, and simply do Review as

follows:

C. Review: Keep random, arbitrary sequencing. If appropriate, use visuals,

pointing quickly to each. Employ different examples of Element that are
easy to understand, changing country/city names, people names, and
words student already knows. Keep a list of everything taught, so proper
testing may be done.

D. Observation and Notation: Teacher should maintain a student list of

words/phrases that are most difficult for that student. The list is called
"Special Attention List"

IV. Progress, from Lesson to Lesson:

• LESSON REVIEW The first few minutes of each lesson are to review prior
lesson(s).

• GLOBAL REVIEW Transition from Lesson Review to a comprehensive

review, which should always include items from the Special Attention List.

V. Advanced Concepts:

• Intermediate and Advanced Students may skip

some Element introduction as appropriate; become aware of student's
language abilities, so they are not frustrated by too much review. If
Student immediately shows recognition and knowledge, move to next
Element.
• Non-Standard Alphabets: Teaching Student to recognize
letters/characters and reading words should employ same steps as in
above Aspect I, and alphabet variations may be taught using Aspect III.
Writing characters and words should initially be done manually, either on
paper or whiteboard.

• Country Accents: Any student at intermediate stages or higher should

be made aware of subtle variations in pronunciation, which depend on
geography within a country or from country to country.

An integral aspect of the Direct Method is varying the setting of teaching;

instructors try different scenarios using the same Element. This makes the
lessons more "real world," and it allows for some confusing distractions to
the student and employs organic variables common in the culture and
locale of language use.[6]

Historical context[edit]

The direct method was an answer to the dissatisfaction with the

older grammar translation method, which teaches students grammar and
vocabulary through direct translations and thus focuses on the written
language.

There was an attempt to set up conditions that imitate mother tongue

acquisition, which is why the beginnings of these attempts were called
the natural method. At the turn of the 18th and 19th centuries, Sauveur
and Franke proposed that language teaching should be undertaken within
the target-language system, which was the first stimulus for the rise of the
direct method.[7]

The audio-lingual method was developed in an attempt to address some

of the perceived weaknesses of the direct method.

See also[edit]

 Language education

 Second language acquisition

Notes[edit]
 1. Jump up^ See http://inlingua.com

2. Jump up^ http://www.inlingua-

beograd.com/learn_serbian.php?lang=en&web_page_ls=About%20
school

3. ^ Jump up to:a b c Naik, Hemavathi S. (2013). Content Cum

Methodology of Teaching English. Sapna Book house. p. 68.

4. ^ Jump up to:a b c d Muthuja, Babu. Teaching of English (2009 ed.).

Centrum Press. p. 87.

5. ^ Jump up to:a b Singh, Y. K. Teaching of English (2005 ed.). APH

publishing corporation. p. 66.

6. Jump up^ Société internationale des écoles Inlingua (1999), Inlingua

Teacher Manual (3rd Edition), Berne Switzerland.

7. Jump up^ Chomsky, N. (1975). Reflections on Language. New York:

Pantheon Books.

References[edit]

 Bussmann, Hadumod (1996), Routledge Dictionary of Language and

Linguistics, London/New York, s.v. direct method

 Krause, C. A. (1916), The Direct Method in Modern Languages, New

York.

 Societe Internationale des Ecoles Inlingua (1973), Inlingua English

First Book, Berne Switzerland.

 Societe Internationale des Ecoles Inlingua (1999), Inlingua Teacher

Manual (3rd Edition), Berne Switzerland.
on

 Audio-lingual method

 Automatic Language Growth

 Communicative language teaching

 Comprehension approach

 Community language learning

 Computer-assisted language learning

 Content-based instruction

 Direct Method

 Dogme language teaching

 Focal Skills

 Grammar–translation method

 Language immersion

 Lexical approach

 Michel Thomas Method

 Natural approach

 Silent way

 Suggestopedia

 Task-based language learning

 Total physical response

 TPR Storytelling

 Vocabulary development

 Whole language
 Mother tongue mirroring

 Sandwich technique

 Back-chaining

 Dictogloss

 Information gap

 Bilingual dictionary

 Critical period hypothesis

 English as a lingua franca

 Fossilization

 Interlanguage

 Language transfer

 Second-language acquisition

 World Englishes

 Language assessment

 Washback effect

 Corrective feedback

 Competency evaluation

 DIALANG

 IELTS

 TOEFL

 TOEIC

 UCLES
 English as a second or foreign language

 English for specific purposes

 TESOL

 Betty Azar

 H. Douglas Brown

 Pit Corder

 Jim Cummins

 Rod Ellis

 Stephen Krashen

 Scott Thornbury

 List of countries where English is an official language

 List of countries by English-speaking population

 Most commonly learned foreign languages in the U.S.

 EF English Proficiency Index

Categories:

 Language-teaching methodology