Notesale: Turn your study into money

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THE DIRECT METHOD
Introduction
• Sometimes called “the natural method”
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• It was established in England around 1900s and contrasts with the GTM and
other traditional approaches, as well as with C
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Dodson’s bilingual method
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For example, Berlitz and
Inlingua in the 1970s and many of the language departments of the Foreign
Service Institute of the U
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State Department in 2012
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That means, using native language in teaching foreign
language is wrong
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We see, we are exposed to the language, we try to figure out the
meanings by observing our environment
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• Teaching grammar by using inductive approach (i
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having learners find out
rules by presentation of adequate linguistic forms in the target language –
internalization)
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• Focus on question – answer patterns
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• This method intends for students to learn how to communicate in the target
language
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• It is based on the assumption that the learner should experience the new
language in the same way as he/she experienced on his/her mother tongue
without considering the existence of his/her mother tongue
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• No translation
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• Oral training helps in reading and writing, listening and speaking
simultaneously
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Principles
• Reading in the target language should be taught from the beginning of
language instruction; however, the reading skill will be developed through
practice with speaking
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Culture consists of more
than the fine arts
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• The native language should not be used in the classroom
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It is desirable that
students make a direct association between the target language form and
meaning
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Vocabulary is acquired more naturally if students use it in full sentences,
rather than memorizing word lists (using too much native language would
cause thinking in native language)
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• Pronunciation should be worked on right from the beginning of language
instruction
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• Lessons should contain some conversational activity – some opportunity for
students to use language in real contexts
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• Grammar should be taught inductively
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• Writing is an important skill, to be developed from the beginning of language
instruction
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• Learning another language also involves learning how speakers of that
language live
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• Role of the teacher: they direct the class activities
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Role of the students: less passive than in GTM
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Students need to associate meaning with the target language directly
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2
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In fact, the syllabus used in the DM is
based upon situations or topics
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▪ As topics; geography, money or the weather
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Grammar is taught inductively
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▪ An explicit grammar rule may never be given
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• Nature of student – teacher/student – student interaction: interaction goes
both ways; from teacher to students and from students to teacher, although
the latter is often teacher – directed
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• Language view: it is primarily spoken, not written
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Culture view: 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
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Language skills that are emphasized: work on all four skills (reading, writing,
speaking and listening) occurs from the start, oral communication is seen as
basic
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• Role of the students’ native language: it should not be used in the classroom
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They are asked to do so,
using both oral and written skills
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• Response of the teacher to student errors: the teacher, employing various
techniques, tries to get students to self – correct whenever possible
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At the end of each student’s turn, the teacher uses
gestures, pictures, realia, examples, or other means to make the meaning of
the section clear
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They
have the opportunity to ask questions as well as answer them (only in target
language)
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o There are, however, other ways of getting students to self-correct; for
example, a teacher might simply repeat what a student has just said,
using a questioning voice to signal to the student that something was
wrong with it
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The student then knows that the next
word was wrong
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This enables both a
teacher-learner interaction as well as a learner-learner interaction) the
teacher asks students a number of questions in the target language which they
have to understand to be able to answer correctly
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Later, the students were able to ask each other
their own questions using the same grammatical structure (enables both
teacher – student and learner – learner interaction)
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The students would
have induced the grammar rule they need to fill in the blanks from examples
and practice with earlier parts of the lesson
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The first

time the teacher reads it at a normal speed, while the students just listen
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The last time the teacher
again reads at a normal speed, and students check their work
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Summary
• Classroom instruction is conducted exclusively in the target language
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• 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
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• New teaching points are introduced orally (parallel to first language acquisition
– the natural method)
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• Both speech and listening comprehension is taught
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• Students should be speaking approximately 80% of the time during the lesson
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GTM vs
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o Literary language is superior to spoken language
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DM:
o Reading in the target language should be taught from the beginning of
language instruction; however, reading skill will be developed through
practice with speaking
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o Culture consists of more than the fine arts
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DM: Objects present in the immediate classroom environment should be used
to help students understand the meaning
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DM: Native language should not be used in the classroom
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DM: The teacher should demonstrate, not explain or translate
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• Pronunciation:
GTM: Only reading and writing
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• Correcting Errors:
GTM: Teacher gives the correct answer
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• Interaction:
GTM: One – way; teacher – student
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• Grammar:
GTM: It is taught deductively
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• Writing:
GTM: reading and writing are the only focus
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