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 Germany and France around 1900. 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 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 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. 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. 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] [edit] 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. DIRECT METHOD Also known as Reform Method / Natural Method / Phonetical Method / Anti-grammatical Method All reformers were vehemently opposed to teaching of formal grammar and aware that language learning was more than the learning of rules and the acquisition of imperfect translation skills. Vietor ('Die Sprachunterricht muss umkehren' 1882) "This study of grammar is a useless torture. It is certainly not understood; therefore it can have no effect as far as the moulding of the intellect is concerned and no-one could seriously believe that children could learn their living German tongue from it." Instead grammar should be acquired inductively by inducing the rules of how the language behaves from the actual language itself. "Never tell the children anything they can find out for themselves." (Jesperin 1904) Direct Method based on belief that: 1 Knowing a language was being able to speak it! Primacy of spoken word. New method laid great stress on correct pronunciation and target language from outset. Advocated teaching of oral skills at expense of every traditional aim of language teaching. 2 Second language learning must be an imitation of first language learning, as this is the natural way humans learn any language, and so MT has no place in FL lesson. (Baby never relies on another language to learn its first language). 3 Printed word must be kept away from second language learner for as long as possible (same as first language learner, who doesn't use printed word until he has good grasp of speech). 4 The written word / writing should be delayed until after the printed word has been introduced. 5 The learning of grammar/ translating skills should be avoided because they involve the application of the MT. 6 All above items must be avoided because they hinder the acquisition of a good oral proficiency. Disadvantages of Direct Method 1 Major fallacy of Direct Method was belief that second language should be learned in way in which first language was acquired - by total immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his mother tongue. 2 Is first language learning process really applicable to second foreign language learning at later stage First language learning is essential part of child's total growth of awareness of world around him. He starts off with blank sheet, then starts collecting/selecting organising the experience of a totally new world, perceived through his senses, by formulating a variety of pre-verbal concepts. Subsequently part of the process of learning how to live is the acquisition of skills to verbalise his desires and aversions and to label his concepts, so as to make living more sufficient and secure. Effectiveness of these verbalising skills depends on maturation level of the child / on type of environment on intelligence. Language is part of an intrinsic process through which child learns to recognise/ deal with new situations. 3 Compare learning of second language At 11 years of age, child is not interested in recognition of new living situations, child has normally learned the basic concepts and can handle situations for ordinary living purposes. So as far as 'learning to live' is concerned, no similarities between two processes of learning. (not the case for immigrant children - they need to learn English for survival purposes - therefore motivating force is totally different). Older child has already at his disposal a first language, which is securely fixed to the universe of things; (s)he is equipped with this advantage; first language learner does not have this. Older child is more mature and it would seem nonsensical to imitate first language learning processes totally for learning additional language. (think of contact hours needed) this is argumentfor using MT (anti Direct Method). What does foreign language learner wish to know first? to know the FL equivalent of MT sentences/ words used in hitherto familiar situations. To learn how to handle certain known/ recurring situations through the medium of the FL. He doesn't wish to handle completely new situations in FL terms. 4 The Direct Method rejects use of the printed word - but this objection is illogical since second language learner has already mastered his reading skills. Does printed word interfere with FL pronunciation? -In fact experiments show that the printed word is of real help to consolidate the FL and actually reinforces retention (ef 'Je ma pel') - leaves mental imprint, image of shape of word.

First-language learner 1. He has no command of another language before learning the target language 2 He is neurologically immature, thus his mother tongue is not fixed 3. He learns to recognise and cope with reality through the target language 4. He requires a high contact-frequency with the target language to learn that all things have names 5 He requires a high contact-frequency with the target language to recognise the meaning of sounds representing the names of things, because he is neurologically immature because his range of experience with the outside world is limited and as he has no knowledge of the equivalent meaning of sounds from another language for the same things 6. He requires a high contact-frequency to establish integration of mother-tongue sounds with things

Second-language learner 1. He has command of another language before learning the target language 2. He is neurologically mature,thus his mother tongue is fixed 3. He learns to recognise and cope with reality through the mother tongue, not the target language 4. He already knows that all things have names 5. He has already experienced the process, involving high contactfrequency and maturation, of recognising the meaning of sounds representing the names of things in his mother tongue. As he is now neurologically mature, he need not be subjected a second time to the same process in the new target language merely to recognise the equivalent meaning of target-language sounds for the same things. (Recognition of the sound representing the thing should not be confused With the integration of the sound with the thing, set 6 He has already established integration of mother-tongue sounds with things, but requires high contact-frequency to establish new integration of target-language sounds with the same things

5 Later disciples of Direct Method took it to extremes and refused to speak a single word of English in lessons. To avoid translating new words, they searched for an association between new words and the idea it stood for: 'Voil un livre, voici une craie'. Extreme Direct Methodists had cupboards full of realia. Explanations became cumbersome and time-consuming. (Definition type explanations UN meunier est UN homme qui travaille dans UN moulin' / 'court est le contraire de long'). Teachers would be jumping over desks flapping fins, rather than say that the English for 'saumon' is 'salmon'. Concepts like cependant'/ 'nanmoins' - obviously need immediate translation! 6 Successful teacher of the Direct Method needed competence in his language / stamina/ energy/ imagination/ ability and time to create own materials and courses - beyond capacity of all but gifted few. "The method by its very nature presupposes a teacher of immense vitality, of robust health, one endowed with real fluency in the modern language he teaches. He must be resourceful in the way of gesture and tricks of facial expression, able to sketch rapidly on the board and in the language teaching day, he must be proof against linguistic fatigue". 7 Also Direct Methodists failed to grade and structure their materials adequately - no selection, grading or controlled presentation of vocabulary and structures. Plunged pupils into flood of living language - quite bewildering for pupils. However, many teachers did modify the Direct Method to meet practical requirements of own schools, implemented main principles, i.e teaching through oral practice and banning all translation into target language. Obviously compromise was needed. Direct method did pave the way for more communicative, oral based approach, and as such represented an important step forward in the history of language teaching. Comparison of first and second-language learning processes (Language Teaching and the Bilingual Method, CJ Dodson, Pitman Publishing 1967,ISBN 0 273 31665 6)

If first and second-language learning processes are compared, the following pattern emergesForeign Language Acquisition Using Direct Method The Presentation Stage - In the presentation lesson stage of the Direct Method, the English or foreign language learners are introduced to the topic or theme of the lesson. This can be done through images, a video clip, a sound or audio clip, a short story, an anecdote, a Total Physical Response (TPR) physical activity or game, a drama presentation, teaching of lexis or a short six to eight word vocabulary list or other introductory method lasting approximately five to eight minutes at the beginning of the lesson. The Practice Stage In the practice stage of a Direct Method lesson, the learners get an opportunity to work with lexis, vocabulary or grammatical elements of the lesson theme using a variety of short, dynamic activities as an aid in internalizing the selected material. This is most frequently done in context using practice activities including: Word search puzzles Crossword puzzles True / false exercises using the lexis or vocabulary Cloze exercises and / or fill in the- blanks writing exercises Cognitive pairs or matching written activities, to name a few This stage of the lesson features guided practice in using the lexis, vocabulary or grammar structure of the lesson. This stage is also relatively short, lasting from fifteen to twenty minutes, typically longer than the presentation stage.

The Production Stage The production stage of a Direct Method lesson allows the learners an opportunity for free or unguided practice in producing new language using the lexis, vocabulary or grammatical theme structure of the lesson. Learners may have short dialogues, conversations, interviews or inter-active oral discourse and dynamic speaking activities among themselves. Writing production activities like producing e-mails, notes, recipe or shopping lists, completing questionnaires by talking with several other learners or a small group are included as production stage activities. The purpose here is to give learners ample time for actual application of the lexis, vocabulary, grammar structure or other featured linguistic element. Language Acquisition Advantages The Direct Method of language acquisition and teaching offers several key advantages to both the English or foreign language teacher and the learners. Some of these are: The lesson approach is simple and straightforward Learners can easily follow the pace and content of the lesson The simple format of a Direct Method lesson makes it easier for teachers to prepare Lesson objectives for each stage are clear and simple Pacing or timing of each Direct Method lesson stage allows ample time to develop each stage Priority is given to the third or final stage of Direct Method lessons giving added weight to the free or unguided production of new language on the part of the English or foreign language learners Lessons are prepared to feature a specific grammar or structure point, specific key lexis or vocabulary, develop reading, listening comprehension or communicative writing skills Advantages of Direct Method So even though the Direct Method may no longer be in vogue with industry language acquisition leaders, the advantages of the Direct Method make it worthy of consideration as an addition to the teaching and learning repertoire of any English or foreign language teacher. Dictation Teachers using the direct method read aloud to students in the target language. The teacher reads a passage appropriate for the student's speaking level three times. The first time, students listen. The second time, the teacher reads the passage sentence by sentence, slow enough so students can write down what they hear. The third time, the teacher reads the passage normally and students check over what they've written to make sure it's correct. Question and Answer Emphasis is placed on speech, rather than reading and writing, when ESL teachers use the direct method. To accomplish this, the teacher will ask simple questions she knows the students have the ability to answer at their current level, even if doing so is a bit of a struggle. The teacher will choose a student and ask a question such as "What are you going to have for lunch today?" then wait for the student to answer using a complete sentence. To prepare for this, the teacher demonstrates that a complete answer would be "I am going to have a sandwich and a banana for lunch today" rather than "A sandwich and a banana." Reading Out Loud When using the direct method, the teacher wants students to speak as much as possible in the target language, but a student's ability to do so on their own may be limited. To get the students to speak in the target language above their current level, the teacher chooses passages from novels, plays, magazines or other sources and has students take turns reading aloud. Students are exposed to new words and receive practice with pronunciation, comprehension and speaking speed. Self-Correction Rather than correct students outright, a teacher using the direct method leads students to think through their own mistakes while speaking. If a teacher asks "What are you going to have for lunch today?" and the student answers "I am going to have a sandwich with bananas" instead of "a sandwich and a banana" the teacher might ask "Your sandwich has bananas on it or are you eating a banana and a sandwich?" The student has to stop and think about the way he worded the sentence and correct himself. 5. Map Drawing: Students are provided with a blank map of Canada. The teacher gives specific instructions to the students. Once they are finished, their map will be completely labeled. The teacher takes the same map on an overhead and the students give the teacher instructions on how to label the map. Theory of Language: Direct MethodLanguage is primarily speech; learning language involves culture Theory of Learning: Direct MethodAcquire vocab by speaking full sentences in L2; communication is purpose of language learning Objectives: Direct MethodCommunicate orally and think in L2, students make direct association between meaning and L2 Syllabus: Direct MethodBased on situations and topics, not usually linguistic Activity Types: Direct MethodUse L2 exclusively; inductive grammar; much speaking, T to Ss and Ss to Ss; dictation Learner Roles: Direct Method Answer and ask questions, use L2 and communicate as if in real situations Teacher Roles: Direct MethodDirect class activities; demonstrate, not explain or translate; give Ss choices to correct selves Materials Roles: Direct MethodText, plays, dialogues drive T's demonstrations of their meanings; objects (realia) in class