5.

2 The Direct Method

Second-language theorists maintain that the first real method of language teaching
was the Direct Method, which was developed as a reaction against the monotony
and ineffectiveness of grammar-translation classes.

The Direct Method was developed by Charles Berlitz, a nineteenth-century linguist

whose schools of language learning are famous throughout the world. He tried to
imitate the naturalistic approach. Berlitz wanted to immerse students in the target
language. He believed that one could learn a second language by imitating the way
children learn their first language; that is, directly and without explanations of
grammatical points and using only the target language. Therefore, grammar was
taught inductively. The focus was on speaking and listening comprehension, not
translation. For this reason, vocabulary was introduced in context and through
demonstrations and pictures, and an emphasis was placed on correct usage and
pronunciation. Students learned to write by taking dictation in the target language.

A typical Direct Method class has few students. Students might first take turns
reading aloud, preferably a dialogue or anecdotal passage. To test for
understanding, the teacher would then ask questions in the target language and
students would have to respond appropriately in the target language. Following the
question-response session, the instructor might dictate the passage to the students
three times. Students would then read the dictation back to the class.

The Direct Method was popular in Europe and the United States, especially during
the first quarter of the twentieth century. Nevertheless, its high intensity and
the need for small class sizes made the method impossible for public schools.
In addition, it was considered a weak method because it was not supported by
heavy-duty theories and it depended too much on the teachers’ ability to teach, as
well as their fluency in the target language.

Fundamental points:
 Classes taught in target language - L2 (second or foreign language)
 Only everyday language taught
 Small intensive classes
 Grammar learned inductively
 New language modelled and practiced
 Vocabulary is presented through demonstration, object and pictures
 Correct pronunciation and grammar taught