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The Direct Method

The document discusses the history and development of different language teaching methods. It describes the grammar-translation method and its limitations. It then outlines innovations in the 19th century that led to the rejection of grammar-translation, including an emphasis on oral proficiency. The document also discusses the Direct Method and principles proposed by reformers like Henry Sweet, which focused on teaching spoken language through inductive grammar instruction and using the target language exclusively in the classroom. Finally, it presents questions posed by linguists about language teaching goals and methods that marked the beginning of different approaches to language instruction.

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64 views10 pages

The Direct Method

The document discusses the history and development of different language teaching methods. It describes the grammar-translation method and its limitations. It then outlines innovations in the 19th century that led to the rejection of grammar-translation, including an emphasis on oral proficiency. The document also discusses the Direct Method and principles proposed by reformers like Henry Sweet, which focused on teaching spoken language through inductive grammar instruction and using the target language exclusively in the classroom. Finally, it presents questions posed by linguists about language teaching goals and methods that marked the beginning of different approaches to language instruction.

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ceciri
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The Direct Method

Pre-history
• The grammar-translation method
– The goal of FLT is to learn a language in order to read its literature.
– Reading and writing are the major focus.
– Vocabulary selection is based solely on the reading text(s).
– The sentence is the basic unit of teaching and language practice.
– Accuracy is emphasized.
– Grammar is taught deductively.
– The students’ native language is the medium of instruction.
Language Teaching innovations in
the 19th century
• Factors contributing to rejection of the
grammar-translation method
– A demand for oral proficiency
– Conversation books and phrasebooks were
published.
– New approaches were adopted by individual
language teachers (using situational cues as
children do, teaching basic structural patterns,
teaching items in a context)
The Reform Movement
• Henry Sweet, Wilhelm Viёtor, Paul Passy
• Phonetics was established and speech was
emphasized over the written medium.
• IPA was established. It advocated
– The study of spoken language
– Phonetic training in order to establish pronunciation habits
– The use of conversation texts and dialogues
– An inductive approach to the teaching of grammar
– Teaching new meanings through establishing associations
within the target language
Henry Sweet’s principles for
development of a teaching method
• Careful selection of what is to be taught
• Imposing limits on what is top be taught
• Arranging what is to be taught in terms of the
four skills (listening, speaking, reading and
writing)
• Grading materials from simple to complex
Other principles proposed by
reformers
• The spoken language is primary, hence the methodology
should be oral-based
• The findings of phonetics should be applied to teaching and
teacher training
• Learners should hear the language before seeing the written
form
• Words should be presented in sentences and sentences
practised in meaningful contexts
• Grammar should be taught inductively
• Translation should be avoided
The Direct Method (known as the
Berlitz method in the USA)
• Classroom instruction was conducted exclusively in the target
language.
• Only everyday vocabulary and sentences were taught.
• Oral communication skills were built-up in a carefully graded
progression.
• Grammar was taught inductively.
• New teaching points were introduced orally.
• Concrete vocabulary was taught through demonstration;
abstract vocabulary – through association of ideas.
• Both speech and listening comprehension were taught.
• Correct pronunciation and grammar were emphasized.
Questions proposed by linguists that marked the
beginning of the “Methods era”
• What should the goals of language teaching be? Should a language course
try to teach conversational proficiency, reading, translation or some other
skill?
• What is the basic nature of language and how will this affect the teaching
method?
• What are the principles for the selection of language content in language
teaching?
• What principles of organization, sequencing, and presentation best
facilitate learning?
• What should the role of the native language be?
• What processes do learners use in mastering a language and can these be
incorporated into a method?
• What teaching techniques and activities work best and under what
circumstances?
References
Richards, J. and Th. Rogers 2001, Approaches
and Methods in Language Teaching, CUP
Шопов, Т. 2013, Педагогика на езика, София:
УИ “Св. Климент Охридски”
Thank you for the attention!

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