P. 1
Direct Method

Direct Method

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Descrition of the direct method
Descrition of the direct method

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02/19/2013

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APPLÌE0 LÌNCUÌSTÌCS

JDFCE LUÌS TA7EFAS
8A ÌN ENCLÌSH TEACHÌNC ÌESCH
As the Crammar TranslatIon |ethod, the 0Irect
method Is not new. Ìts prIncIples have been
applIed by language teachers for many years.
The maIn aspect of the 0| Is the use of a
foreIgn language to communIcate.
The maIn dIfference between the CT| and the
0| Is that translatIon Is absolutely not
allowed.
Pe are goIng to analyze an EnglIsh class In
Ìtaly In a lower secondary level. Ìt sI an hour
class three tImes a week.
PThe teacher has posted a bIg map of the US
and the students are Instructed to open theIr
books to a lesson entItled LDDKÌNC AT A |AP.
PThe students read the passage and the
teacher shows on the map what they are
PAFTEF THE STU0ENTS FÌNÌSH FEA0ÌNC THE
TEACHEF ASKS ÌF THEY HA7E ANY
7DCA8ULAFY 0UESTÌDNS AN0 ANSEFS THE|
USÌNC FEALÌA DF 7ÌSUAL AÌ0S.
PAFTEF THE STU0ENTS HA7E FÌNÌSHE0 ASKÌNC
CD|PFEHENSÌDN 0UESTÌDNS A8DUT HAT
THEY HA7E JUST FEA0.
PTHEFE ÌS A 0UESTÌDN SESSÌDN FFD| THE
STU0ENTS HEFE A STU0ENT ASKS AN0 THE
CLASS FESPDN0S. AFTEF A CDUPLE DF
0UESTÌDNS A STU0ENT ASKS A 0UESTÌDNS
8UT |AKES A PFDNUNCÌATÌDN |ÌSTAKE
HÌCH THE TEACHEF CDFFECTS AN0 ÌN7ÌTES
THE DTHEF TD FEPEAT ÌTH HÌ|. THE
SESSÌDN CDNTÌNUES AN0 ANDTHEF STU0ENTS
|AKES A CFA||AF |ÌSTAKE HÌCH THE
TEACHEF D8SEF7ES 8Y CÌ7ÌNC THE STU0ENT
TD SELF·CDFFECT.
PAfter the questIon sessIon has fInIshed the
classroom. E.g.: Ìs Antonella between
Francesco and Emanuela:
PThen the teacher asks the students to work
In groups ask these type of questIons to each
other.
PThe students are Instructed to complete
sentences In theIr book usIng preposItIon
whIch they practIced before.
The Ss read a text out loud and the teacher
uses gestures, pIctures, realIa, examples, or
other ways to make the meanIng of the
sectIon clear.
ThIs exercIse Is only In englIsh. Students are
language so they practIce the new words and
the grammar structure. The Ss have the
questIons.
PettIng Ss to SeIf-correct:
Ìn the example above the T notIced a
mIstake and gave the S the opportunIty to
self·correct by gIvIng hIm optIoons, there are
other ways to self·correct, e.g. the teacher
can repeat what the student has just saId In
a questIon tone so the S can notIce that
there Is a mIstake. Another way Is to accent
the word that Is Incorrect.
PonversatIon PractIce
The T asks the Ss questIons In the target
language. The questIons contaIn a partIcular
grammar structure so they can later use It to
PIII-In-the-bIank exercIses:
thIs technIque Is also used In the CT| but It
dIffers from the latter In the sense that all
the Items are In EnglIsh and thus no grammar
rule wIll be applIed because the students wIll
use the grammar rule that was Induced
prIorly.
PIctatIon:
ThIs Is purely a lIstenIng exercIse.
Pap rawIng:
Another type of lIstenIng comprehensIon
PParagraph wrItIng:
The Ss practIce wrItIng wIth the vocabulary
and grammar they have just learnt.
P0o you agree that the goal of target language
InstructIon should be to teach students how
to communIcate In the target language:
P0o you thInk It Is correct not to use the
natIve language to explaIn meanIng:
P0o you agree wIth the vIew of culture:
PShould the Ss be encourage to self·correct:
PShould grammar be presented InductIvely:
P Are there other technIques of the 0Irect
|ethod:
PCan you explaIn the dIfference between
deductIve and InductIve treatments of
grammar:
Phat are some characterIstIcs of the 0Irect
method that makes It so dIstInctIve from the
Crammar TranslatIon |ethod:
P0o you thInk a teacher that uses the 0Irect
|ethod could teach students wIthout
knowIng the Ss's natIve language:
P hat Is the audIo·lIngual method:
HIstory
Army SpecIalIzed TraInIng Program ASTP
Theory of the Language
Theory of LearnIng
DbjectIves (aIms)
Learners' and Teachers' roles
The role of InstructIonal materIal