The Direct Method

Introduction:
The direct method of language 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. It was established in Germany and France around 1900
and contrasts with the Grammar translation method and other traditional approaches. The method
became very popular during the first quarter of the 20th century, especially in private language schools
in Europe. One of the most famous advocates of the Direct Method was the German scholar Charles
Berlitz, and that is why the direct method is often called the ‘Berlitz Method’.
Objectives
The basic premise of the Direct Method is that students 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. These are some of the major objectives of Direct Method:
1. Direct method aims to build a direct relation between experience and language, word and
idea, thought and expression
2. This method intends that students learn how to communicate in the target language
3. This method is based on the assumption that the learner should experience the new language
in the same way as he/she experienced his/her mother tongue
Key Features
According to Richards and Rodgers (2001), the key features of the Direct Method are the following:
(1) Medium of instruction: Classroom instruction is conducted exclusively in the target language.
(2) Vocabulary and sentences are selected and taught on the basis of their usefulness in everyday
situations.
(3) For the sake of developing oral communication skills, question-and-answer exchanges are
frequently arranged between teachers and students in small, intensive classes.
(4) Grammar is taught inductively. That is, ‘rules’ are not given by the teacher; students are made
to discover the ‘rules’.
(5) New teaching points are introduced orally first. That is, students listen and speak before they
read or write.
(6) Translation is not allowed in teaching vocabulary; so concrete vocabulary is taught through
demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.
(7) Unlike in GTM, both speech and listening comprehension are taught.
(8) Native-like pronunciation and correct grammar are emphasized.
Techniques
Larsen-Freeman (2000) discusses the following techniques of the Direct Method:
1) Reading Aloud: Students read sections of passages, plays or dialogues aloud.
2) Question and Answer Exercise: The teacher asks questions in the target language and students
answer in full sentences.
3) Student Self-Correction: The teacher creates opportunities for students to self-correct using
follow-up questions, tone, etc.
4) Conversation Practice: The teacher asks students and students ask students questions using
the target language.
5) Fill-in-the-blank Exercise: Students are supposed to fill in the blanks using knowledge of
grammar that they acquired inductively.
6) Dictation: The teacher reads the passage aloud a number of times at various speed and tempo
while students write down what they hear.
7) Using maps: In order to develop learners’ listening comprehension skills, the teacher may give
students an unlabeled map and give directions; students listen and label the map.
8) Paragraph Writing: Students write paragraphs in their own words using the target language
and various models.
The Teachers’ Role
In direct method, teachers introduce a new target language word or phrase to the students and there
is no mother tongue. Therefore, the role of the teacher is as demonstrator because the teacher
demonstrates the meaning of words through the use of realia, pictures, or pantomime; they never
translate it into the students’ native language. The teacher is also a facilitator because he facilitates
the students with the target language. The teacher is the source for the students to know the words
in target language. The teachers provide information of the target language including the culture
consisting of the history of the people who speak the target language. The teacher is the partner of
the students. Teachers interact with the students a lot, asking them questions about relevant topics
and trying to use the grammatical structure of the day in the conversation.
The Students’ Role
The teacher and the students are more like partners in the teaching/learning process. Teacher/student
interaction became fuller, guessing of context or content, completing fill-ins, and doing “cloze”
exercises were the order of the day. The students’ role in direct method is the active learner. They are
active in exploring new words, expression, etc. in target language. The students are also the observer
and practitioner. In direct method, the students observe the target language used by the teacher in
teaching and they try to get the meaning based on the demonstration given and then they will practice
the target language they observed and they use it to communicate with their friends and teacher in
classroom.
Advantages:
Facilitates understanding of language- it helps to understanding of language becomes easier due
to the inhibition of the linguistic interferences of the mother tongue . it establishes the direct bond
and helps in understanding directly what he hears and reads
Improves fluency of the speech- if the student gets fluency of speech it results in easy writing and
it tends to improve expression incomes speech and expression in writing, it is the quickest way of
learning and expanding vocabulary
This method is based on full of activity so, it is very interesting, exciting
It emphasizes on the target language, so it helps the pupil to express their thoughts and feelings
directly by the English without the usage of mother tongue
This method facilities alertness and participation of students
Disadvantages:
This method ignores systematic written work and reading activities
Limited vocabulary- it restricts the scope of vocabulary as all words cannot be directly associated
with their meanings
Lack of skilled teachers- most of the teachers in schools themselves have poor command of English.
The time allotted to English in the school also is limited
This method does not suit or satisfy the needs of individual students in large classes
This method is inconvenient in huge class
It ignores reading and writing aspects of language learning
Grammar is not thought systematically
It is time consuming in creating real life situations
This method is difficult for slow learners
Conclusion
The Direct Method was an important turning point in the history of foreign language teaching, and
represented a step away from the Grammar Translation Method. It continues to enjoy a popular
following in many contexts and it was one of the foundations upon which the well-known Audiolingual
Method expanded through the 20th century. In Bangladesh, many English medium schools have
adopted the Direct Method with success. However, lack of provision of translation makes it unsuitable
for the mainstream Bangla medium institutions at the primary or secondary level.