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Thursday, December 16, 2010

The Direct method

THE DIRECT METHOD

Towards the end of the late 1800s, a revolution in language teaching philosophy took place that is seen by many as the dawn of modern foreign language teaching.  Teachers, frustrated by the limits of the Grammar Translation Method in terms of its inability to create communicative competence in students, began to experiment with new ways of teaching language.  Basically, teachers began attempting to teach foreign languages in a way that was more similar to first language acquisition.  It incorporated techniques designed to address all the areas that the Grammar Translation did not - namely oral communication, more spontaneous use of the language, and developing the ability to think in the target language.  Perhaps in an almost reflexive action, the method also moved as far away as possible from various techniques typical of the Grammar Translation Method - for instance using L1 as the language of instruction, memorizing grammatical rules and lots of translation between L1 and the target language.
The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.





Direct Method based on belief that:
    Knowing a language was being able to speak it! Primacy of spoken word. New method laid great stress on correct pronunciation and target language from outset. Advocated teaching of oral skills at expense of every traditional aim of language teaching.
2     Second language learning must be an imitation of first language learning, as this is the natural way humans learn any language, and so GTM has no place in FL lesson. (Baby never relies on another language to learn its first language).
3     Printed word must be kept away from second language learner for as long as possible (same as first language learner, who doesn't use printed word until he has good grasp of speech).
4     The written word / writing should be delayed until after the printed word has been introduced.
5     The learning of grammar/ translating skills should be avoided because they involve the application of the GTM.
6     All above items must be avoided because they hinder the acquisition of a good oral proficiency.
Disadvantages of Direct Method
1   Major fallacy of Direct Method was belief that second language should be learned in way in which first language was acquired - by total immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his mother tongue.
2    Is first language learning process really applicable to second foreign language learning at later stage.

Characteristic features of the direct method are:
  • teaching vocabulary through pantomiming, realia and other visuals
  • teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
  • centrality of spoken language (including a native-like pronunciation)
  • focus on question-answer patterns
  • teacher-centeredness
  • Classroom instructions are conducted exclusively in the target language.
  • Only everyday vocabulary and sentences are taught.
  • 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.
  • Grammar is taught inductively.
  • New teaching points are introduced orally.
  • Concrete vocabulary is taught through demonstration, objects, and pic­tures; abstract vocabulary is taught by association of ideas.
  • Both speech and listening comprehensions are taught.
  • Correct pronunciation and grammar are emphasized.

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