THE DIRECT METHOD
Introduction
Sometimes called “the natural method”.
It 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 England around 1900s and contrasts with the GTM and
other traditional approaches, as well as with C.J. Dodson’s bilingual method.
It was adopted by key international language schools. For example, 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.
In order to teach second language, it should be done the way we are taught
our native language. That means, using native language in teaching foreign
language is wrong.
Experience
When we acquire our first language, we learn it by real – life objects and body
language. We see, we are exposed to the language, we try to figure out the
meanings by observing our environment.
Teaching concepts and vocabulary through pantomiming, real – life objects
and other visual materials.
Teaching grammar by using inductive approach (i.e. having learners find out
rules by presentation of adequate linguistic forms in the target language –
internalization).
Centrality of spoken language (including a native – like pronunciation).
Focus on question – answer patterns.
It 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.
This method intends for students to learn how to communicate in the target
language.
It 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 (to think directly in the target language).
, 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.
Essentials.
No translation.
Concepts are taught by means of objects or by natural contexts through the
mental and physical skills of the teacher only.
Oral training helps in reading and writing, listening and speaking
simultaneously.
Grammar is taught inductively (indirectly) through the implication of the
situation creation (in order to internalize).
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. Language is primarily speech. Culture consists of more
than the fine arts.
Objects (vocabulary – audio-visual body language) present in the immediate
classroom environment should be used to help students understand the
meaning.
The native language should not be used in the classroom.
The teacher should demonstrate, not explain or translate. It is desirable that
students make a direct association between the target language form and
meaning.
Students should learn to think in the target language as soon as possible.
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).
The purpose of language learning is communication (therefore students need
to learn how to ask questions as well as answer them).
Pronunciation should be worked on right from the beginning of language
instruction.
Self – correction facilitates language learning.
Lessons should contain some conversational activity – some opportunity for
students to use language in real contexts. Students should be encouraged to
speak as much as possible (enables learners to participate and improve
communication).
Introduction
Sometimes called “the natural method”.
It 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 England around 1900s and contrasts with the GTM and
other traditional approaches, as well as with C.J. Dodson’s bilingual method.
It was adopted by key international language schools. For example, 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.
In order to teach second language, it should be done the way we are taught
our native language. That means, using native language in teaching foreign
language is wrong.
Experience
When we acquire our first language, we learn it by real – life objects and body
language. We see, we are exposed to the language, we try to figure out the
meanings by observing our environment.
Teaching concepts and vocabulary through pantomiming, real – life objects
and other visual materials.
Teaching grammar by using inductive approach (i.e. having learners find out
rules by presentation of adequate linguistic forms in the target language –
internalization).
Centrality of spoken language (including a native – like pronunciation).
Focus on question – answer patterns.
It 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.
This method intends for students to learn how to communicate in the target
language.
It 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 (to think directly in the target language).
, 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.
Essentials.
No translation.
Concepts are taught by means of objects or by natural contexts through the
mental and physical skills of the teacher only.
Oral training helps in reading and writing, listening and speaking
simultaneously.
Grammar is taught inductively (indirectly) through the implication of the
situation creation (in order to internalize).
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. Language is primarily speech. Culture consists of more
than the fine arts.
Objects (vocabulary – audio-visual body language) present in the immediate
classroom environment should be used to help students understand the
meaning.
The native language should not be used in the classroom.
The teacher should demonstrate, not explain or translate. It is desirable that
students make a direct association between the target language form and
meaning.
Students should learn to think in the target language as soon as possible.
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).
The purpose of language learning is communication (therefore students need
to learn how to ask questions as well as answer them).
Pronunciation should be worked on right from the beginning of language
instruction.
Self – correction facilitates language learning.
Lessons should contain some conversational activity – some opportunity for
students to use language in real contexts. Students should be encouraged to
speak as much as possible (enables learners to participate and improve
communication).
