The Direct Method 1

THE DIRECT METHOD

Noe Antonio Coreas Flores

Direct Method, Bachelor Degree in English VIII Professor, Elmer Jorge Guardado, Mat. October 9th, 2013

The Direct Method 2 The Direct Method Nowadays is so important to learn a new language, many people decide to study English, because they know if they can learn that language, they might have more opportunities to get a good job, however to learn a new language is not that easy, but there are some methods that can be used as tools to make the learning process easier, one of those methods is; the Direct Method which came out because of the needs learners had in order to communicate in the target language, and that is the main goal of the Direct Method, to teach students how to communicate in the target language. These are some questions that are going to be answered in this research paper. What is the Direct Method? What is the purpose of the Direct Method? What are the techniques and the principles of the Direct Method? The differences between; the Direct Method, and the Grammar-Translation Method? Aims 1- To provide information about The Direct Method. 2- To know the differences between The Direct Method and The Grammar-Translation Method.

The Direct Method 3 History about the Direct Method Towards the end of the late 1800s, a revolution in language teaching philosophy took place that is seen by many as the dawn of modern language teaching. Teachers, frustrated by the limits of the Grammar Translation Method in terms of its inability to create communicative competence in students, began to experiments with new ways of teaching language. Basically, teachers began attempting to teach foreign languages in ways that was more similar to first language acquisition. It incorporated techniques designed to address all the areas that the Grammar Translation did not namely oral communication, more spontaneous use of the language, and developing the ability to think in the target language. Perhaps in an almost reflexive action, the method also moved as far away as possible from various techniques typical of the Grammar Translation Method- for instance using L1 as the language of instruction, memorizing grammatical rules and loss of translation between L1 and the target language. The appearance of the Direct Method thus coincided with a new school of thinking that dictated that all foreign language teaching should occur in the target language only, with no translation and emphasis on linking meaning to the language being learned. The method became very popular during first quarter of the 20th century, especially in private language school in Europe where highly motivated students could study new languages and not need to travel far in order to try them out and apply them communicatively. One of the most famous advocated of the Direct Method was the German Charles Berlitz, whose schools and Berlitz Methods are now world-renowned.

The Direct Method 4 Still, the Direct Method was not without its problems. As Brown (1954:56) points out, it did not take well in public education where the constrains of budget, classroom size, time, and teacher background made such a method difficult to use. By the late 1920s, the method was starting to go into decline and there was even a return to the Grammar Translation Method, which guaranteed more in the way of scholastic language learning orientated around reading and grammar skills. But the Direct Method continues to enjoy a popular following in private language school circles, and it was one of the foundations upon which the well-known Audio-lingual Method expanded from starting half way through the 20th century. Objectives The basic promises of the Direct Method is that the student will learn to communicate in the target language, partly by learning how to think in that language and by not involving L1 in the language learning process whatsoever. Objectives includes teaching the students how to use the language spontaneously and orally, linking meaning with the target language through the use of realia, pictures or pantomime (Larsen-Freeman 1986:24) there is to be a direct connection between concepts and the language to be learned. Richards and Rogers (1989:9-10) summarize the key features of the Direct Method thus: (1) Classroom instruction is conducted exclusively in the target language. (2) Only every day vocabulary and sentences are taught.

The Direct Method 5 (3) Oral communication skills are built up in a carefully traded 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 taught through modeling and practice. (6) Concrete vocabulary is taught through demonstration. Objects, and pictures; abstract vocabulary is taught by association of ideas. (7) Both speech and listening comprehension are taught. (8) Correct pronunciation and grammar are taught. (Nebraska-Lincoln, 2008) The Direct Method The direct method was a complete departure from the grammar-translation method. This method dates back to 1884 when the German scholar and psychologist F. Frankle provided a theoretical justification for the method by writing about the direct association between forms and meaning in the target language. It is also based on the work of Gouin, who in the 1880s observed children learning language in natural settings. The emphasis is on the direct associations the student makes between objects and concepts and the corresponding words in the target language. The use of the native language, as in the grammar-translation method, is avoided; the use of the target language is emphasized at all times. In this method, the primary goals are for students to think and speak the language; thus, no use of the native language is allowed. Teachers employ objects, visuals, and realia to make the input

The Direct Method 6 comprehensible. Instruction revolves around specific topics. Aspects of grammar are taught inductively through the handling of the topic. For example, when studying different types of sports that people practice, students are also introduced to verbs. The focus is not verbs and verb conjugations, but the context is a logical way to expose students to aspects of grammar. By much exposure and handling of the content, students inductively learn the appropriate use of different verbs that relate to sports. In addition, cultural aspects of the countries where the target language is spoken are also included in the lessons. For example, when studying Spanish, students would discuss the sports that are widely practiced in Spain or Mexico. This also brings in aspects of geography where are these countries located? What aspects of language are related to directionality in describing the location, such as the names of the cardinal points (norte/ north, sur/south, este/east, oeste/west)? How these should be used appropriately when referring to location (al norte de . . .; al sur de . . .; al este de . . .; al oeste de . . .)? In this process, vocabulary is emphasized, and interaction among students and with the teacher is fostered, although it is limited to mostly asking and responding to questions. Reading and writing are also taught from the beginning. The most widely known application of the direct method is practiced at the Berlitz language schools located throughout the world. Although the founder, Maximilian Berlitz, referred to the method as the Berlitz method, the principles applied have been and continue to be those of the direct method. Berlitz classes are generally for highly motivated adults who need to speak a foreign language for business

The Direct Method 7 purposes. Although many of the techniques developed for the direct method have also been used in other methods, applying the direct method in noncommercial schools fell out of favor as early as 1920 (Richards and Rodgers, 1986). The grammar- translation method dominated public school and university language teaching in the United States until World War II. (Zainuddin, 2011) Direct Method Direct Method of teaching English means teaching English directly through English medium. In this method, mother tongue is not used at all. This method came as a reaction against the translation method. It is also called the natural method of teaching. No doubt, large number of teachers are in favor of translation method but even then, there are many others who like to follow. The main philosophy behind this method is that the learner learns a foreign language in the same way as he learns his mother tongue. According to the Websters New International Dictionary, Direct method is a method of teaching a foreign language, especially a modern language through conversation, discussion and reading, in the language itself, without the use of pupils language, without translation and without the study of formal grammar the words are first taught by pointing to object or picture or by performing actions. Some languages expert are the opinion of that the direct method is not a method at all. Prof Gurrey says, but essentially it (The Direct method) is a principle, not a teaching method, a system that operates through many methods; a way of handling the new language of presenting to the class. It demands direct bond, that is, a direct

The Direct Method 8 direction, between word and thing and between sentence and idea instead of an indirect one through the mother tongue Advantages and disadvantages of the Direct Method. Advantages. 1- This method lays more emphasis on oral work, which ensures good pronunciation to the learners. 2- For teaching the idioms of English, this method is more suitable. 3- There is direct bond between though and expression. It helps the learners to have fluency in speech. It helps the students to have good command over the language. 4- Psychologically, this method is very sound because the teacher proceeds from particular to general and from concrete to abstract. 5- It makes the teaching of English easy and pleasant. 6- It helps the teacher and the learner to cover up more syllabuses in less time. Disadvantages. 1- There is need of really competent teachers for teaching English by using this method. But we have dearth of such teachers. Sometimes the teacher fails to make the students understand the meaning of a particular word because the use of the mother tongue is not allowed. 2- In this method, there is over emphasis on oral work. Reading and writing process of the language gets less attention. (Elizabeth, 2004)

The Direct Method 9 What is the purpose of the Direct Method? The purpose is to enable students to use a foreign language to communicate. (King Saud, 2007) Techniques and Principles of Direct Method Techniques Reading aloud Students take turns reading sections of a passage play or, dialog out load. At the end of each students turn, the teacher uses gestures, pictures, realia, examples or other means to make the meaning of the section clear. Question and answer exercise This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask questions as well as answer them. Getting students to self-correct The teacher of the class has the students self-correct by asking them to make a choice between; what they said, and an alternative answer he supplied.

The Direct Method 10 Conversation practice The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly. Fill-in-the-blank exercise This technique is used in the Grammar-Translation Method, but differs in its application in the Direct Method. All the items are in the target language: furthermore, no explicit grammar rule would be applied. 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 Dictation The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase. Pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and student check their work. Map drawing The class included one example of technique used to give students listening comprehension practice. The students were giving a map with the geographical features unnamed. Then teacher gave students directions such as the following, Find the mountains range in the west. Write the words Rocky Mountains across the mountain range. He gave instructions for all the geographical features of the United States so that students would have a completely labeled map if they followed his instructions correctly.

The Direct Method 11 Paragraph writing The teacher in the class asked the students to write a paragraph in their own words on the major geographical features of the United States. They could have done this from memory, or they could have used the reading passage in the lesson as a model. 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 Objects (e.g. realia or pictures) present 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 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. The purpose of language learning in 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 facilities language learning.

The Direct Method 12 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. Grammar should be taught inductively. There may never be an explicit grammar rule given. Writing is an important skill, to be developed from the beginning of language instruction. The syllabus is based on situations or topics, not usually on linguistic structures. Learning another language also involves how speakers of that language live. (Diane, 2000) Here some differences between the Grammar-Translation Method and the Direct Method. The differences between Grammar-Translation Method and Direct Method in teaching reading class on the writer points view are: 1. In Grammar-Translation Method, it is allowed to translate, while there is no translation allowed in Direct Method. 2. The ability to communicate in target language is not the goal of foreign language instruction in Grammar-Translation Method, while it is one of the goals in Direct Method. 3. It is not a must to use the target language during the class in Grammar-Translation Method, while it is a must to use target language in Direct Method. (Yesica, 2010)

The Direct Method 13 As a conclusion the Direct Methods aim is, to teach student how to communicative in the target language, this method came out because of the students needs in order to communicative in the target language something the Grammar-Translation Method could not do.

Diane, L.-F. (2000). Techniques and Principles in Language Teaching. UK: OXFORD UNIVERSITY PRESS. Elizabeth, M. (2004). Methods of Teaching English. New Delhi: DISCOVERY PUBLISHING HOUSE. King Saud, U. (25 de october de 2007). KSU Faculty Members' websites. Recuperado el 2 de october de 2013, de KSU Faculty Members' websites: http://faculty.ksu.edu.sa/fallay/Extra%20materials%20Eng%20406/Chapter%20Three%20 %20The%20Direct%20Method.pdf Nebraska-Lincoln, U. (16 de June de 2008). the Collage of Education and Human Sciences. Recuperado el 28 de september de 2013, de the Collage of Education and Human Sciences: http://cehs.unl.edu/eurasiane07/TEA2008Fall/CD/LanguageAcquisition%20%26%20Works hop/ParticipantsCD/History%20of%20Methodology/Direct%20Method.pdf Yesica, H. (7 de june de 2010). Gunadarma University. Recuperado el 2 de october de 2013, de Gunadarma University: http://www.gunadarma.ac.id/library/articles/graduate/letters/2009/Artikel_10605132.pd f Zainuddin, e. a. (2011). "Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms,". Kendall Hunt Publishing Co.