Direct Method (Edeng300)

Ed ENG 300
DIRECT METHOD
OF LANGUAGE
TEACHING
PRESENTED BY:
DEBBIE KAREN MONTAJES
DIANNARA I. TUPAS
Group 1
BACKGROUND
• During the 1850’s to 1900, Europe experienced a trend away
from the grammar-translation method,based on the notion that
it was not achieving the desired results.
• Reformers were responding to a need for better language
teaching methods in a time of industrial expansion and
international trade and travel.
BACKGROUND
The resulting reforms went under a variety of names such as
the natural method and the phonetic method, but ultimately
all were categorized under the name the "Direct Method".
BACKGROUND
In more recenttimes the Direct Method,which almost
disappeared as a distinct method during the early 1930’s, has
become a tool for aiding the beginning stages of teaching a
language rather than for advanced language learners
The direct-method approach to language teaching (also
known as both the natural method and the conversational
method) came about as a reaction to the grammar-translation
approach.
Whereas the grammar- translation approach was organized around a step-by- step
method of learning the rules of a language, often through the use of the first
language, the direct-method approach was based on the idea that learners can best
learn what is “natural” to them and that an aural/oral system of teaching them was
appropriate for this purpose. This aural/oral method relied for its effectiveness on
the use of monolingual teaching, that is, the L2 was the only language used in the
class by the teacher and students.
The tenets of the direct-method approach are summarized
by Richards and Rogers (2001) as follows:
1. Classroom instruction was conducted exclusively in the target

language.
2. Only everydayvocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded
progression organized around question-and-answer exchanges between
teachers and students in small, intensive classes.
The tenets of the direct-method approach are summarized
by Richards and Rogers (2001) as follows:
4. Grammar was taught inductively.

5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects, and
pictures; abstract vocabulary was taught through association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.
BACKGROUND
Gottlieb Heness and Lambert Sauveur were two of the first teachers to
adopt the direct-method approach in their teaching in the late
nineteenth century in the United States (see Howatt1984). Heness and
Sauveur openeda language school to teach German and French using a
system similar to that described earlier
BACKGROUND
The direct-method approach was adopted and made popular by Maximilian
Berlitz (1852–1921). Berlitz founded a chain of language schools,prepared
teaching materials, and had the native-speaker instructors in the schools use
a direct-method approach in teaching the students. The idea behind what was
called the Berlitz method was that it was “simple, systematic, ordered, and
replicable”
CHARACTERISTICS
• refrains from using the learners' native language
• uses only the target language.
• teaching vocabulary through pantomiming, real-life objects and other visual
materials
• teaching grammar by using an inductive approach (i.e. havinglearners find out
rules throughthe presentation of adequate linguistic forms in the target language)
CHARACTERISTICS
• centrality of spoken language(including a
native-like pronunciation)
• focus on question-answer patterns
• teacher-centering Classroom instructions are conducted exclusively
in the target language
CHARACTERISTICS
• Only everyday vocabulary and sentences are taught during the initial phase; grammar,
reading and writing are introduced in
• intermediate phase.
• Oral communication skills are built up in a carefully graded progression organized
aroundquestion-and-answer exchanges between
• teachers and students in small, intensive classes.
• Grammar is taught inductively.
• New teachingpoints are introduced orally.
CHARACTERISTICS
• Concrete vocabulary is taught through demonstration, objects, and pictures; abstract
vocabulary is taught by association of ideas.
• Both speech and listeningcomprehensions are taught.
• ¢ Correct pronunciation and grammar are emphasized.
• ¢Student should be speaking at least 80% of the time during the lesson.
• ¢Students are taught from inception to ask questionsas well as answer them.
5 METHOD TEACHING
TECHNIQUES
1. Example proliferation
2. Visual support
3. Listening activities
4. Oral exercises and tasks
5. Stress free and supportive environment
ROLES OF TEACHERS
The role of the teacher is to direct class

activities, but students and teacher are partners in the learning
process, and there is a large amount of Learner-Learner interaction.
ROLES OF LEARNERS
The student role is less passive than in The Grammar- Translation
Method. The teacher and the students are more like partners in the
teaching/learning process.
STRENGHTS
• It follows the natural order in which a child learnsL1, that is,
listening, speaking, reading, writing.
• It lays great emphasison speaking, the most important skill for
many learners.
• Itavoids the unnatural block of translation in the communication
process.
• Learners learn the language,not about the language.
STRENGHTS
• Learners have an active role.
• Lively classroom procedures motivate the learner.
• The learning is contextualized.
• The emphasis on speech make it attractive for those who need
real communication in L2.
• The teaching of vocabulary through realia brings authenticity
into the classroom.
WEAKNESS
• 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.
WEAKNESS
• 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.
SUMMARY
• 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
methodbecause this methodenhances the communication skills
of the students.
• Focuses on the listening skills of the learners.
End of presentation,
THANK
YOU
for listening!

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Ed ENG 300

1. Classroom instruction was conducted exclusively in the target

4. Grammar was taught inductively.

The role of the teacher is to direct class

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