King Khalid University

College of Science & Arts / Muhayil

Applied Linguistic (2)

ENG 423
The Direct Method.

Applied Linguistic (2) for BB

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Dr. Mona M. Hamad
 The Direct Method
• The direct method is not new , it is sometimes called the
Natural Method ,, it is associated with François Gouin,
Charles Berlitz . Since the Grammar Translation method
was not very effective in preparing students to use the target
language communicatively the direct method became
popular.
• The direct method basic rule: no translation is allowed ,
and the meaning is to be conveyed directly in the target
language through the use of demonstration and visual aids ,
with no resources to the students’ native language. It’s
principles have been applied by language teachers for
many years. The goal of this method is to use foreign
language in communication.
Applied Linguistic (2) for BB
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Dr. Mona M. Hamad
 The Principles of the Direct method (1)
• Reading in the target language should by taught from the beginning
of language instruction.
• Visual aids and real objects should be used to help students
understand the meaning.
• The native language should not be used in the classroom.
• The teacher should demonstrate , not explain or translate. This help
the students make direct association between the target language
and the target language and meaning.
• The students should learn to think in the target language as soon as
possible. Vocabulary is acquired more naturally by using it in
sentences.
• The purpose of learning is communication therefore students need
to learn how to ask questions as well as answer them.

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Dr. Mona M. Hamad
 The Principles of the Direct method (2)

• Pronunciation should be worked on right from the

beginning of language instruction.
• Self corrections facilitates language learning.
• Lesson should contains some conversational activity,
students should be encouraged to speak as much as possible.
• Grammar should be taught inductively , there may never be
an explicit grammar rule given .
• Writing is important skill to be developed from the
beginning of language instruction.
• The syllabus is based on situation or topics , not usually on
linguistic structures.
• Learning another language should involves how speakers
of that language live.
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Dr. Mona M. Hamad
The Advantages of the Direct Method

1-The Direct Method teaches the second language in the

same way as students learn their mother tongue. In fact, it
can be said that it is a natural method where the language is
taught through demonstration and context. Students are
encouraged to think in English.
2- Its emphasis on speech it made learning more attractive
for those who have needs of real communication in the target
language, therefore, they are more likely to acquire fluency in
speech since they concentrate in expressing themselves
through English rather than understanding English.
3- Students speak or write the foreign language without the
need of translating their thought or idea from the mother
tongue into the second language, as vocabulary is taught
through real objects and demonstrations.
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Dr. Mona M. Hamad
 The Disadvantages of the Direct Method (1)

1-In spite of its achievements, the direct method fell short

from fulfilling the needs of educational systems. One of its
major shortcomings is that it was hard for public schools to
integrate it. As Brown (1994:56) points out, “the Direct
Method did not take well in public education where the
constraints of budget, classroom size, time, and teacher
background made such a method difficult to use.”
2- The Direct Method rejects use of the printed word - but this
objection is illogical since second language learner has already
mastered his reading skills.
3-Does printed word interfere with FL pronunciation? -In fact
experiments show that the printed word is of real help to
consolidate the FL and actually reinforces retention which
leaves mental imprint, image of shape of word.
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Dr. Mona M. Hamad
 The Disadvantages of the Direct Method (2)

3-Successful teacher of the Direct Method needed competence

in his language / stamina / energy/ imagination/ ability and
time to create own materials and courses- beyond capacity of
all but gifted are few.
4- The direct method belief second language learning must be
an imitation of first language learning, as this is the natural
way humans learn any language, and so mother tongue has no
place in FL lesson. But far less time and opportunity in
schools, compared with small child learning his mother tongue
is given, moreover, a baby never relies on another language
to learn its first language. This is the difference.
5- Some expressions and words need direct translation which
is not allowed in the Direct Method although this encourages
teachers to uses synonym words .
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Dr. Mona M. Hamad
 How to Apply the Direct Method (1)

• Classroom instructions are conducted exclusively in the

target language, each student is called on to read a few
lines from the passage and the teacher explain the line by
demonstration gesture and pictures.
• Only everyday vocabulary and sentences are taught during
the initial phase; grammar, reading and writing are
introduced in intermediate phase , the teacher write the new
vocabulary on the blackboard and ask the students to repeat
what he pronounces and select the students randomly to
pronounce the new vocabulary after explaining it’s
meaning in English. (Concrete vocabulary is taught through
demonstration, objects, and pictures; abstract vocabulary is
taught by association of ideas) .

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Dr. Mona M. Hamad
 How to Apply the Direct Method (2)

• Oral communication skills are built up in a carefully

graded progression organized around question-and-
answer exchanges between teachers and students in
small, intensive classes.( teacher-centering) the
teacher asks questions about the characters in the
passage ,and the students answer to make sure that
the students understand the passage . Many similar
questions are asked by the teacher
• ( by these questions and answers both speech and
listening comprehensions are taught and the students
are trained to ask questions as well as answer them.)
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Dr. Mona M. Hamad
 How to Apply the Direct Method (3)

• Grammar is taught inductively. The teacher

teach the past simple tense by introducing
sentences from the passage such as “ There
was a man” “ The man went back home
very unhappy” and then make the students
figure out the rule.
• Student should be speaking at least 80% of the
time during the lesson.

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Dr. Mona M. Hamad
Goal of the teachers who use the direst method

• Students communicate in the target language

and learn to think in the target language.
• Native language should not used in the class .

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Dr. Mona M. Hamad
What is the role of the teacher and what is the
role of the students?
• The teacher directs the class activities. The
teacher and the students are partner in the
learner and teaching process.

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Dr. Mona M. Hamad
Characteristic of the teaching / learning process.

• Teachers who use this method believe that

students need to associate meaning with the
target language directly.
• Meaning is taught through demonstration,
pictures and realia and pantomime , and no
translation in the native language.
• Grammar is taught inductively .
• Students practice vocabulary by using new
words in complete sentence .
Applied Linguistic (2) for BB
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Dr. Mona M. Hamad
Nature of interaction in the class

• The initiation of interaction goes both ways ,

from teacher to students and from students to
teacher .teacher is often the director and
students converse with one another as well .

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Dr. Mona M. Hamad
Areas of language is emphasized

• Vocabulary over grammar is emphasized.

• Four skills (Listening, speaking, reading
writing ) are worked from the start.

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Dr. Mona M. Hamad
How evaluation is accomplished ?
How does the teacher respond to the students errors?

• Students can be interviewed orally and can be

asked to write a paragraph about something
they have studied .
• Teacher respond to the students errors by
different techniques and tries to get students
to self- correct when possible.

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 Reviewing the techniques
• Reading aloud : Students take turns in reading
sections of a passages , play or a dialog.
• Questions and answer exercise: students are
asked questions and answer in full sentences so
that they practice new vocabulary and grammar .
• Conversation practice : the teacher asks
students number of questions in the target l
which the students have to understand to be
able to answer.
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Dr. Mona M. Hamad
 Reviewing the techniques
• Getting students self-correct : the teacher do
that by :
A- Asking them to make choice between what
they said and alternative answers .
B- Repeating what the students said using
questioning voice to signal to the students
something wrong with it .
C- Repeating what the students said , stopping
just before the errors.
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Dr. Mona M. Hamad
 Reviewing the techniques
• Fill in the blank exercise : same technique used in the GTM
but differ in application , that all items in the target
language, and no explicit grammar rule would be applied ,
students induce the grammar rule they need to apply .
• Dictation: the teacher read the passage three times , the
first time in the normal speed and the students listen, the
second he reads the passage phrase by phrase, pausing
enough to let the students write down what they have
heard , the third time he reads in the normal speed and
the students check their work.
• Paragraph writing : students are asked to write a
paragraph in their own words from their memory or using
a reading passage in the lesson as a model.

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 YouTubes
Please check the attached links
• Theories, Methods & Techniques of Teaching".
https://www.youtube.com/watch?v=PYtaq9b_J8
g#action=share
The direct method .
https://www.youtube.com/watch?v=KarBHbU2
ULs#action=share

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Dr. Mona M. Hamad