Direct Method

Dr. Majid Farhian

Prepared by: Husham Ghazi Oun

The direct method of teaching was developed as a reaction to
the Grammar-Translation method.
The language teaching expert F. Gouin and other reformers
tried to create a method based on the insights drawn from the
observation of child language learning .
Direct Method was developed by Maximilian Berlitz towards
the end of the 19th century in Europe, for economic
development, the communication among nations became more
frequent.
Use the natural way to communicate, like a baby learning its
mother tongue.
The direct method aims to provide language learners
with a practically useful knowledge of language .
Knowing a language is being able to speak it.

The The
Berlitz Natural
Method Method

The Anti-
The
Gramma
tical
Reform
Method Method
Classroom instruction was conducted in the target
language.
There was an inductive approach to grammar.
Only everyday vocabulary was taught
Concrete vocabulary was taught through pictures and
objects, while abstract was taught by association of ideas.
The learner was actively involved in using the language in
realistic everyday situations.
New teaching points were taught through practice.
Students were encouraged to think in the target language.
Speaking was taught first before reading or writing.
Grammar was taught inductively.
The syllabus was based on situations or topics.
 Classroom activities was carried out only in the target
language.
Emphasis is put on correct pronunciation and grammar.
Both speech and listening comprehension were taught.
Not memorization but production.
The teacher and the students are more like
partners in the teaching/learning process.
The students’ role in direct method is the active
learner.
The students are also the observer and
practitioner.
Teacher is the only demonstrator. He/she never
translates but demonstrates the meaning through the use
of realia, pictures .
Direct the class activities.
Students and teachers are partners in the learning
process and there is a large amount of ,learner-learner
interaction.
Reading loud
Question and answer
exercise
student self-correct
Conversation practice
Fill-in-the-blank exercise
Dictation
Map drawing
Paragraph writing
Learners have an active role.
The learning is contextualized.
It follows the natural order in which a child learns
L1 that is listening ,speaking ,reading and writing.
It lays great emphasis on speaking, the most
important skill for many learners.
It avoids the unnatural block of translation in the
communication process.
Learner learns the language , not about the
language.
Lively classroom procedures motivate the
learner.
The teaching of vocabulary through realia brings
authenticity into the classroom .
The emphasis on speech make it attractive for
those who need real communication in l2.
 Learning l2 is not like learning l1.
 the child learning l1 has no previous language learning experience ,
but the learner learning l2 does.
 There is little systematic structural practice.
 Learners run the risk of inducing incorrect rules.
 The method can be effectively used only by teachers who are native
speakers.
 The learner is confronted with unstructured situations too soon.
 A great deal of teacher-energy is required.
L2 should be learn in way in which l1 was acquired by total
immersion technique.
It rejects use of printed word- but this objection is
illogical
since l2 learner has already mastered his reading skills.
Later disciples of direct method it to extremes and refused
to
speak single word of English in lessons.
Also Direct Methodists failed to grade and structure their
materials adequately – no selection, grading or controlled
Direct method is very effective to use the English
language by the teacher to implement in their
class.
The students can understand easily if the teacher
uses direct method because this method enhances
the communication skills of the students.
Focuses on the listening skills of the learners.
Good for the class of small size.