Direct method
The direct
method of teaching, sometimes called the natural
method. Not limited to but often used in teaching foreign languages, the
method refrains from using the learners' native language and uses
only the target language. It was established in
·
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
Principles
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
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
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
• 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
• 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. 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
• 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. It should be
noted that an integral aspect of the Direct Method is varying the setting of teaching; try different
scenarios using the same Element. This makes the lessons
more "real world," as it will bring some confusing distractions to
the student and employ organic variables common in the culture and locale of
language use.[1]
Historical
context
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.
The audio-lingual method was
developed in an attempt to address some of the perceived weaknesses of the
direct method.
