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Strategies Using Direct Method I. II

The Direct Method was developed by Maximilian Berlitz as a reaction to traditional grammar translation, emphasizing using only the target language for instruction, inductive grammar teaching, and developing oral communication skills through question-and-answer exchanges between students and teachers. Key strategies include dictation, reading aloud, self-correction, and conversation practice. While making learning interesting and developing strong language foundations, the method is best for auditory learners and may not address all students' needs in large classes.

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77 views

Strategies Using Direct Method I. II

The Direct Method was developed by Maximilian Berlitz as a reaction to traditional grammar translation, emphasizing using only the target language for instruction, inductive grammar teaching, and developing oral communication skills through question-and-answer exchanges between students and teachers. Key strategies include dictation, reading aloud, self-correction, and conversation practice. While making learning interesting and developing strong language foundations, the method is best for auditory learners and may not address all students' needs in large classes.

Uploaded by

azie
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Introduction

- The method Direct is named “direct” because meaning should be connected directly with
the target language without translation in to the native language.
- Was developed by Maximilian Berlitz towards the end of the 19 th Century as a reaction to
the Grammar Translation Method.
- At the turn of 19th and 20th centuries, this method was quite popular in the US and Europe.
- Became known as the Berlitz Method as its popularity increased.

Main Principles/Features of the Direct Method

- The purpose of language learning is communication.


- Classroom instructions were only given in the target language.
- The vocabulary is touch in the initial phase, and the grammar, reading and writing are
introduced in the intermediate phase.
- The syllabus is based on situations or topics, not usually on linguistic structures.
- Only what was considered everyday vocabulary and sentences were taught.
- Inductive grammar teaching.
- Correct grammar and pronunciation are emphasized.
- Vocabulary was taught through demonstration, actual objects or pictures. Abstract
vocabulary was taught via association of ideas.
- Both speech and listening skills were taught.
- Oral communication skills were shaped in a carefully graded process in form of question-
and-answer exchanges between teacher and pupil.

Strategies Using Direct Method

i. Q & A: The teacher asks questions of any nature and the students answer.
ii. Dictation: The teacher chooses a grade appropriate passage and reads the text aloud. Teacher
reads the passage three times.
iii. Reading Aloud: Students take turn reading sections of a passage, play or dialog out loud.
iv. Getting Students to Self-Correct: The teacher should have the students self-correct by offering
them a choice between what they said and the correct answer.
v. Conversation Practise: The teacher asks students a number of questions in the target language
which the students are able to answer correctly. Later, the students ask each other their own
questions using the same grammatical structures.
vi. Map Drawing: Students are given a map without labelled then the students label it by using the
directions the teacher gives.
vii. Paragraph Writing: The students are asked to write a passage in their own words. They can do
this from memory or use a reading passage in the lesson as a model
Advantages & Disadvantages

A D
1. Makes learning interesting by 1. D.Method is only effective to auditory
establishing direct bond between word learners, which can be problematic in a
and meaning. class with multiple intelligence.
2. The best method to use in teaching 2. This method ignores systematic written
common vocabularies for a strong work and reading activities and
language foundation. sufficient attention is not paid to
reading and writing.
3. This method can be employed from the 3. Low numbers of teachers trained and
lowest  highest level language class. interested using this method.
4. Fluency of speech, good pronunciations 4. Ineffective in large classes, where
and power of expressions are properly individual needs of students may not
developed. be satisfied.

Introduction

Main Principles/Features of the Direct Method

Strategies Using Direct Method

Advantages & Disadvantages of Direct Method

Class Demonsration

Opinion On The Effectiveness On The Method

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