3.

The Direct Method

The direct method of teaching, which is sometimes called the natural method,
and is often (but not exclusively) used in teaching foreign languages, refrains from
using the learners' native language and uses only the target language.
History . The Direct Method, also called Natural Method, was established in
Germany and France around 1900. It appeared as an answer to the shortcomings
of the Grammar Translation Method. It is a method for teaching foreign languages
that uses the target language, discarding any use of mother tongue in the
classroom. As teachers became frustrated with the students’ inability to
communicate orally, they began to experiment with new techniques. The idea was
that foreign language teaching must be carried out in the same way people learn
their mother tongue.
Gouin had been one of the first of 19 century reformers to attempt to build a
methodology around observation of child language learning. Other reformers
toward the end of the century likewise turned their attention to naturalistic
principles of language learning and for this reason they are sometimes referred to
as advocates of a “ natural” method. İn fact, at various times throughout the
history of language teaching, attempts have been made to second language learning
more like first language.
Sauveur and others in the Natural method argued that foreign language could be
taught without translation or the use of the learner’s native language if meaning
was conveyed directly through demonstration and action. According to Frankle, a
language could best be taught by using it actively in the classroom. Natural
language principles provided the foundation for what came to be known as the
Direct Method, which refers to the most widely known of natural methods.
The object of this method is to teach L2 learners how to use language for
communication purposes.
Principles and procedures:

 Translation is completely banished from any classroom activity. Classroom

activities are carried out ONLY in the target language.
 Only everyday vocabulary and sentences were taught.
 Oral teaching comes before any other kind of reading and writing activities.
And Oral communication skills were built up in a carefully graded
progression organized around question-and-answer exchanges between
teachers and students in small, intensive class.
  Use of chain activities accompanied by verbal comments like ‘I go to the
door. I open the door. I close the door. I return to my place. I sit down.’
 Grammar is taught inductively
 Use of realis to teach concrete vocabulary. Abstract vocabulary is taught
through association if ideas.
 Emphasis is put on correct pronunciation and grammar.
 Teaching through modeling and practice.
 Both speech and listening comprehension were taught.

The teaching techniques rely mostly on

 ·         Reading aloud,

 ·         Question answer exercise,
 ·         Self-correction,
 ·         Conversation practice,
 ·         Fill-in-the-blank exercise,
 ·         Dictation
 ·         Paragraph writing.
The syllabus used in the Direct Method is based upon situations (language that
people would use at a bank or when going shopping) or topics (such as geography,
money, or the weather). 1) Grammar is taught inductively. 2) Students practice
vocabulary by using new words incomplete sentences.
Student are less passive as compared to GTM. They think and speak in the target
language. They try to speak as much as possible. They learn how to ask a question
as well as answer them.The teacher role is quite active. He /She directs all the
classroom activities. Asks minimum Questions and Answers. He /She uses
sentences instead of words and makes student speak much.
Advanatges: Let students learn the correct pronunciation and better oral skills
because no native language is used and communication is main activity in the
class. Whereas, students’ enterprising spirits and the teacher speaking the target
language fluently are required. This method is focused on question-answer
patterns. Grammar is taught inductively. The most important aspect is spoken
language, so that pronunciation and grammar are taken into account. As the unit of
speech in Direct Method is a sentence, students learn to speak complete sentences
without any hesitation. So they get confidence with command over good English.
Disadvantages: Students may be afraid of asking Questions. It’s hard to practice
the methods in a class with more than 20 students. It needs a great amount of
teachers .It’s hard to explain abstract words. It takes much time for teacher to
explain the words that might be trivial. Owing to over-emphasis on oral practice,
the other skills namely reading and writing are ignored to a great extent.