Name: Marwa Ghadpan Ard .

Study: Evining
Stage: Third

Subject: the direct method

Supervised by
Sami abbas
.
The phoneme method is the phoneme method, the army style,
or a new key, [1] is a teaching method used to teach foreign
languages. It is based on a behavioral theory, which assumes
that certain traits of organisms, in this case humans, can be
trained through the reinforcement system. Correct use of the
attribute will result in positive feedback, while incorrect use of
the attribute will receive negative feedback. [2]

This approach to language learning was similar to another

previous method called the direct method. [3]. Like the direct
method, the audio-linguistic method advised to teach students
a direct language, without using the students ’original
language to explain new words or rules in the desired
language.
However, unlike the direct method, the phoneme method did
not focus on teaching vocabulary. Instead, the teacher
.deepened the use of grammar in the minds of students

Applied to language teaching, often in the context of a

language lab, this means that the instructor will present the
correct form of the sentence and students must repeat it. The
teacher then continues by introducing new words for students
to sample in the same structure. In vocal language, there are
no clear grammatical instructions: everything is simply
.preserved in form
 The idea is for students to be trained in the specific
construction so that they can use it automatically. Lessons are
based on consistent training that students do not control much
or do not control their own outcomes. The teacher expects a
specific response and failure to provide the required response
will result in the student receiving negative feedback. This
type of activity, to establish language learning, directly
contradicts
.the teaching of communicative language

Charles Carpenter Fries, director of the University of

Michigan's English Language Institute, the first of its kind in the
United States, believes that a learning structure or
grammatical grammar was the starting point for a student. In
other words, the task of the students was to read basic
sentence patterns and grammatical structures. Students only
received "enough vocabulary to make such exercises
possible." (Richards, J.C.
1986). Frize later included principles of behavioral psychology,
.as developed by P. Skinner, in this method

Oral exercises
Typical exercises and practice patterns (Richards, JC et al.,
:1986)

.Repetition: The student repeats his words as soon as he hears

Inflection: One word appears in a sentence in another form
 .when repeated
.Replace: Replace one word with another
Paraphrasing: The student paraphrasing the words

Examples
Deflection: Teacher: I ate a sandwich. Student: I ate
sandwiches. Replacement: The teacher: Buy the car for half the
price. Student: He bought it for half the price. Confirmation:
Teacher: Tell me not to smoke a lot. Student: Don't smoke a
lot! The following example illustrates how more than one type
of exercise can be combined into one training session:
"Teacher: There is a cup on the table … Repeat the students:
There is a cup on the table The teacher: Spoon the students:
There is a spoon on the table The teacher: Student book: There
is a book on Teacher table: On the chair Students: There is a
.book on the chair etc

Historical roots
This method is the product of three historical circumstances.
Due to her views on the language, she based on the work of
American linguists such as Leonard Bloomfield. The primary
concern of American linguists in the early decades of the
twentieth century was documentation of all indigenous
languages used in the United States. However, due to the
paucity of trained indigenous teachers providing a theoretical
 description of the mother tongues, linguists had to rely on
observation. For the same reason, a strong focus has been
.developed on the oral language

At the same time, behavioral psychologists such as P.I. F.

Skinner believes that all behaviors (including language) can be
learned through repetition and positive or negative
reinforcement. The third factor was the outbreak of World
War II, which created the need to deploy a large number of
American soldiers around the world. Therefore it was
necessary to provide these soldiers with at least basic verbal
communication skills. Unsurprisingly, the new method relied
on prevailing scientific methods of time, observation, and
repetition, which were also admirable in teaching collectively.
Because of the influence of the military, early versions of the
phonetic language became known as the "method of the
army." [1]

Doing exercise
As mentioned, the lessons in the class focus on the correct
imitation of the teacher by students. Students are expected to
produce the correct outputs, but attention is also paid to
correcting the pronunciation. Although correct grammatical
rules are expected to be used, no explicit grammatical
instructions have been given. Moreover, the target language
is
.the only language used in the classroom

.Modern applications are more lenient in this last requirement

 Popular fall
In the late 1950s, the theoretical foundations of this method
were brought up by linguists such as Noam Chomsky, who
referred to structural linguistic limitations. The importance of
behavioral psychology in language learning was also
questioned, and was most famous in Chomsky's review
(http://cogprints.org/1148/00/chomsky.htm) of BF Skinner's
verbal behavior in 1959. Thus the linguistic phoneme was
deprived For her scientific credibility it was only a matter of
.time before the efficacy of the method itself was questioned

In 1964, Walga Rivers issued a criticism of the style in her

book, The Psychologist and a Teacher of Foreign Languages.
Subsequent research by others, inspired by her book, yielded
results that showed that explicit grammar education in the
mother tongue was more productive. These developments,
along with the emergence of humanist pedagogy, led to a rapid
.decline in the popularity of audiovisuals

Philip Smith's study from 1965-1969, called the Pennsylvania

Project, provided ample evidence that vocal and linguistic
methods were less effective than the traditional cognitive
approach that included the learner's first language

In the last years

Although not credible as an effective educational
methodology in the 1970's
 the audio language used today is still used although it is ]5[ ,
not usually used as the basis for a training course but has
been neglected for use in individual lessons. With his
continued use, he also continues to criticize him. As Jeremy
Harmer notes,
"The linguistic phoneme seems to delete all forms of
language processing that help students sort new language
information into their minds." Since this lesson is very teacher
focused, it is a common methodology for both teachers and
students,
perhaps for several reasons but especially because inputs and
outputs are constrained and both parties know what to
expect. Some hybrid methods have been developed, as
illustrated in the Japanese Language Book: Spoken Language
(1987-1990),
which uses frequent repetitions and exercises but complement
.them with detailed grammar explanations in English

Both Potzcam and Caldwell attempted to revive the practice

of the traditional style in the form of semi-bilingual
communication. For them, the theoretical and justified basis
for the pattern drill is the generative principle, which indicates
the human ability to generate an infinite number of sentences
of limited grammatical efficiency

References
 Wilfried Decoo, "On The Mortality of Language
Learning15Methods". Speech November 8, 2001
2018
Reimann, Andrew (January 2018). Behaviorist Learning
.Theory. The TESOL Encyclopedia of English Language
Teaching
Doi:10.1002/9781118784235.eelt0155. ISBN 6–1
.9781118784228
Felder, Richard (March 1995). "Foreign Language Annals".
Learning and Teaching Styles in Foreign and Second Language
.Education. Volume28, Issue1: 21–31
Harmer, Jeremy. The Practice of English Language Teaching.
3rd Edition. Pg. 79-80. Essex: Pearson Education Ltd., 2001
, James L. Barker lecture
On November 8, 2001 at Brigham Young .
.University, given by Wilfried Decoo
Butzkamm, Wolfgang; Caldwell, J.A.W. (2009). The bilingual
reform. A paradigm shift in foreign language teaching.
.Tübingen: Narr Studienbücher. ISBN 978-3-8233-6492-4