Method: The direct method

Advocates: Lambert Sauveur, Maximilian Berlitz.

Context:
 Emerged in the late 19th and early 20th centuries as a response to the shortcomings of traditional
grammar-translation methods for language instruction.
 The need for communication, owing to industrialization, business expansion and expeditions.

Theory of Languages should be acquired naturally in the same way we acquired our mother tongue.
language
Approach
Objective(s)  Enable students to speak a foreign language fluently.
 facilitate natural and direct language acquisition.
 Help students learn to communicate using only L2.
 Create a more immersive and communicative learning experience.
Syllabus  Centered around situations and topics instead of grammatical structures.
Activities  Reading aloud
 Question and Answer Exercise
Design  Student Self-Correction
 Dictation
 Conversation Practice
 Fill-in-the-Blank
Role of  Encourage ss’ spontaneous use of L2
teacher  Directs the class activities
 Participates in conversations with students
Role of  Teacher and the students are more like partners in the teaching–learning process.
learners  Learners are active, participate in conversations with each other.

Role of  They support the immersive and communicative nature of the approach.
instructional
materials
Classroom procedures  Native language is completely avoided in the classroom
and techniques  Only everyday vocabulary and sentences are taught
 Use of demonstration, miming, visual aids and realia to substitute the need to use
translation.
 Grammar is taught inductively, acquired unconsciously through intensive listening
and imitation.
Limitations  Teacher dependency
 Time-Consuming
 Difficulty with Abstract Concepts
 Limited Vocabulary Exposure
 Not suitable for Standardized Tests
 Limited Focus on grammar, writing, reading
 Not suitable for all learner styles
 Challenges in Assessment
My overall evaluation The Direct Method is advantageous in promoting authentic oral communication and direct
immersive contextual learning, but its nature may be challenging to some learners as it
lacks explicit instruction in grammar and refrains from translation even with complex
concepts. It can also be resource-intensive for institutions (well-trained
teachers/instructional materials) and not suitable for all language learning contexts, such as
when ss have specific academic or professional language goals that require a more
structured approach.