Direct Method of
Language Teaching “Teach the language not about the language”
Direct Method is also
known as Natural Method, Phonetical Method, and Anti-Grammatical Reform Method.
1.
Background
In the mid and late 19 century, Europe
experienced a wave of increasing opportunities of communication, due to
industrialization and international trade and travel. A need was felt to
develop oral proficiency in foreign languages. Language teachers had already
found Grammar-translation method inadequate and ineffective in developing
communicative ability in learners.
2.
Background
They strongly advocate an alternative method,
in which language was presented in contexts and the mother tongue was avoided. Its principal advocates were Pendergast and
Sauveur, who proposed what they called Natural Method that suggest radical
change from Grammar- translation. It is this method that later on came to be
known as the Direct Method.
3.
Direct Method
Direct Method is named
“direct” because meaning should be connected directly with the target language
without translation into the native language. Concept/ Target Meaning language
L1 Target concept language
4.
Theoretical Assumption
Language can be learnt
only through demonstration. Instead of analytical procedures of explaining
grammar rules, students must be encouraged to use language naturally and
spontaneously so that they induce grammar.
5.
Theoretical Assumption
The learning of second
language was seen as parallel to the acquisition of the child’s first language.
This method therefore emphasizes the importance of sounds, simple sentences and
direct association of language with object and person of immediate environment-
the classroom, the home, the garden, etc.
6.
Basic Principles
Classroom instruction
is conducted exclusively in the target language. The teacher should demonstrate,
not explain or translate. NEVER TRANSLATE: DEMONSTRATE
7.
Basic Principles
. Only everyday
vocabulary and sentences are taught. BASIC VOCABULARY IS GIVEN FIRST.
Vocabulary is taught through known words, demonstration, authentic objects
(realia), pictures, and miming.
8.
Basic Principles
Grammar is taught
inductively. There may never be an explicit grammar rule given. DO NOT GIVE
RULES: MAKE THEM FIGURE OUT THE RULE.
9.
Basic Principles
New teaching points
are introduced orally. ORAL TRANSMISSION. Both speech and listening
comprehension are taught.
10.
Basic Principles
The teacher, by asking
the student to make a choice, gets him to correct his own error. LEARNING BY
SELF- CORRECTION8. The syllabus is based on situations or topics, not usually
on linguistic structures. CONTEXTUAL/TOPICAL TEACHING
11.
Basic Principles.
Correct pronunciation
is emphasized. 10. Students should learn to think in the target language as
soon as possible
The purpose of
language learning is communication; therefore students need to learn how to ask
questions as well as answer them.
COMMUNICATION-FIRST PREFERENCE
13.
Techniques
The teacher asks questions of any nature and the
students answer. Dictation: The teacher chooses a grade appropriate passage and
reads the text aloud. Teacher reads the passage three times
14.
Techniques
Reading Aloud:
Students take turn reading sections of a passage, play or dialogue out loud.
15.
Techniques
Map Drawing: Students
are given a map without labeled then the students label it by using the
directions the teacher gives. Paragraph Writing : The students are asked to
write a passage in their own words.
16.
Advantages
One of its positive
points is that it promises to teach the language and Not about the language. It
is a natural method, which teaches language in the same way the mother tongue
is acquired. Only the target language is used and the learning is
contextualized. Its emphasis on speech made it more attractive for those who
have needs of real communication in the target language. It is one of the first
methods to introduce the teaching of vocabulary through realias.
17.
Criticism
In spite of its
achievements, the direct method fell short from fulfilling the needs of
educational systems. One of its major shortcomings is that it was hard for
public schools to integrate it. As R. Brown (1994:56) points out, the Direct
Method “did not take well in public schools where the constraints of budget,
classroom size, time, and teacher background (native speakers or native like
fluency) made such a method difficult to use.” After a short popularity in the
beginning of the 20th century, it soon began to lose its appeal because of
these constraints. It then paved the way to the Audio-lingual Method.
Article was written by
Ayesha Bashir, student of AWKUM
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