essay about direct method

The Direct Method Research Paper

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Introduction

Principles of the direct teaching method, reasons for preference of the direct method, works cited.

Different people will choose different methods of teaching new languages depending on the convenience they attribute to the method. The direct method has been a common preference for many people due to its direct contact with the student and its ability to ensure that the content is clearly understood by the learner.

In this method the teaching is done entirely in the target language (Stewart et al. 120). The direct method emphasizes more on good pronunciation and avoids grammar rules as well.

Also known as the natural method, the direct method entails a full participation of the students in terms of listening and speaking of the language. In terms of the process, the direct method involves the gradual acquisition of the vocabularies and the grammatical structure as well. Here, the learner is taught to think more in terms of the target language, as opposed to the use of translation.

The direct method relies on a number of factors for it to be effective. It is based on the following principles (qtd. in Englemann 90):

• Classroom instructions are conducted exclusively in the target language.
• 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 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.
• Student should be speaking at least 80% of the time during the lesson.
• Students are taught from inception to ask questions as well as answer them.

Experienced teachers have clearly explained that in order for a student to understand, what matters is not the teacher but the teaching method used by the teacher. The direct method works well with the instructor because it gives him the chance to give instructions in the target language.

This enables the student, too, to learn the language faster because they get used to hearing the same language for long and therefore they develop good speaking skills by hearing every word from the instructor’s mouth (Swanson and Sachse-Lee 125). It is also an active teaching method; where the instructor interacts directly in the same language with the student, and he can easily identify the areas where the student needs more attention.

In actual teaching, I would mostly borrow and encourage the aspect of asking and answering questions. It is a very helpful method of interactive teaching. The students ask questions and their fellow colleague’s responds to them, since the higher percentage of the class time should be taken by the students speaking in the target language (Mills et al. 94).

The teacher answers the ones which challenge the students. It points out the areas where the students have understood and the areas where they still have difficulties in understanding. This gives a hint to the teacher on the areas he should put more emphasis on (Kim and Axelrod 112).

On addressing the questions for a second time the teacher may then decide to issue a written test to gauge the students’ performance and level of understanding. It therefore ensures that all the students understand the course content and they have an opportunity to ask questions in the difficult areas.

Englemann, Siergfried. ‘Relating operant techniques to programming and teaching’. Journal of School Psychology , 6 (1968): 89-90.

Kim, Thomas and Axelrod, Saul. ‘Direct Instruction: An Educators’ Guide and a Plea for Action’. The Behavior Analyst Today , 6.2 (2005): 111-113.

Marchand-Martella, Nancy and Martella, Ronald. ‘An Overview and Research Summary of Peer-Delivered Corrective Reading’. The Behavior Analyst Today , 32 (2002): 214-21.5.

Mills, Puelette, Cole, Kelvin, Jenkins, Joseph. and Dale, Philip. ‘Early exposure to Direct Instruction and subsequent juvenile delinquency: a prospective examination’. Exceptional Children , 6.9 (2002): 85-97.

Stewart, Robert, Martella, Rachel, Marchand-Martella, Nancy and Benner, George. ‘ Three-Tier Models of Reading and Behavior’. JEIBI, 2.3 (2005): 115-123.

Swanson, Henry and Sachse-Lee, Chris. ‘A Meta-Analysis of Single-Subject-Design Intervention- Research for Students with LD’. Journal of Learning Disabilities , 33.2 (2005): 114-136.

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The Direct Method

1. introduction.

Theorists have long sought to identify the best way to teach a foreign language. Unfortunately, most language teaching within the United States has been in large classes where the teacher uses the native language, but student results have been less than satisfactory. Two conflicting approaches have been the focus of much attention - the grammar-translation. These are mere inventions of theorists. They never existed in the real world. Any authentic material is valid if it reflects the way language is really used. What sense does it make to practice pattern drills on the simple past tense if in real communication the main aim is to recount a sequence of past events in a lively manner with intensified personal involvement? Language is so inextricably bound up with the reality that the best way to learn a language is to learn a skill. Direct teaching, on the other hand, is employed by the ESL/EFL teacher who acts as a supervisor. The teacher is the director, the 'showman'. A skill is learned by constant, unremitting practice under the guidance of an overall rule or principle. The quality improved by practice, that is, our command of the linguistic medium is more often than not an acquired unconscious habit. The choice of such habits which facilitate the use of the language as a means of expression comes by practice of a skill under an intelligent language. And learning to use English effectively is nothing other than familiarizing oneself with those patterns of words and those grammatical rules and guidelines which are idiomatically and rhetorically acceptable to native speakers of the language. This is how the direct method is designed to lead to the realization of its ultimate goal, self-correction. Any native speakers can immediately tell whether the use of certain word sequence, sentence structure, inflection or whatever, is right or wrong, even though they be unable to undertake a technical comparison with the grammar on these points. But self-correction, the continuous checking of one's own output for possible error, is only possible if the correct form has been sufficiently hammered into the unconscious as to 'sound right'. The learner can seldom progress so far as to achieve this for many language items without the vigilant help of a knowledgeable guide, in our case, the ESL/EFL teacher. This instructor, in addition to understanding the ESL/EFL student and being sympathetic to his difficulties, must be thoroughly versed in the nature of the English language.

2. Principles of the Direct Method

For the direct method, language can be taught only through the target language. Explanations may be provided in the learners' first language to clarify the rules of grammar. The second principle is that spoken language is the primary aspect of the second language and therefore the primary object of the language teacher. The third principle states that teaching should be focused on the linguistic problems that occur when the structures of the second language differ from the learners' first language. This is in line with behaviorist theory that comprehension should be established before production. Furthermore, the fourth principle is that the materials used should be written and spoken in the target language. This is because in order to learn the language, it is essential that the learner is exposed to it. Also, it is believed that the language should be learned in the context in which it will be used. The fifth principle states that teaching should build the correct linguistic habits from the beginning. This is in line with the common belief among linguists that the habits of sound discrimination and grammatical analogy formed in the early stages of learning are difficult to change at a later stage. Another principle is that teaching should preclude the formation of bad habits of translation from the second language into the mother tongue. In psychology, it is considered more efficient to form a new habit than to get rid of an old one. Therefore, if the student is in the habit of translating, he will find it difficult to think in the second language. Finally, the teaching should proceed step by step from the easy to the difficult. This is because new learning must be assimilated into small steps that are within the learners' capacity. It was considered harmful to the learners' confidence and capacity of expression if they are forced to attempt the difficult constructions before they have fully understood the simple patterns.

3. Techniques and Activities

Visualization is considered an effective indirect method of teaching students doing language activities. The direct method discourages the use of the mother tongue and translation method when it comes to using physical objects and situations to explain the meaning of words. Instead of saying the word "apple," the teacher might bring an apple and put it on the table and tell students, "This is an apple." By using this process, it will help the students understand the word "apple" in English in a better way and can prevent them from translating the word from their mother tongue. This eventually helps students to think in English and familiarize them with English phrases and idioms. Besides that, the teacher can also ask the student to bring an apple from their home to school. By setting up the situation, students will learn to be more initiative and think in English to do the action. This kind of technique is very helpful for students to understand verbs and prepositions. The teachers can also use flashcards to teach vocabulary and grammar. As for beginner students, they can learn to recognize and read the word. While for intermediate students, they can learn to make a sentence from the given word, and the teacher can guide them by giving some corrections. By practicing this every day, it can help students to fix the word in their mind because it will disappear if not being practiced and learned regularly. In answering and asking students' questions, teaching them to think and speak in English and avoiding L1 at all costs is difficult. But the teacher only needs to do the simple thing, which is pointing out the object or using body language to explain his/her answer. An example situation is when a Japanese student is asking what "big" means. The teacher can answer the question by comparing the size of a small chair and a sofa. By doing this, the student will realize the difference between those two and get an understanding of the word "big." This effort is much appreciated rather than giving the L1 translation. Using role-playing and realia is another interesting way to encourage students to speak and think in English. But the language used must be adjusted according to the students' level. This is because too difficult realia and situations can discourage students and make them confused with the words. So, it is better to use situations that are familiar to the students. The teachers can use simple role plays to explain the situation—buying something from a shop, getting into a taxi, buying a movie ticket, and so on. And here, it is important for the teacher to guide step by step and correct students' mistakes. By using those kinds of techniques, students will find that learning English is fun and easier. And they will feel that they are improving their English and can use it in real situations.

4. Advantages and Disadvantages

In the last section, the writer has drawn our attention towards the practical side of teaching as applied to his method, which he calls the direct method. Here, he lists the various advantages that may be claimed for his method. The first of these is that the direct method makes the pupil think in the foreign language. This is undeniably true, but whether it is an advantage or not is a moot point. The writer claims that the method is quicker than the traditional method in making a pupil think in the foreign language, but of this, there can be little doubt. The old-fashioned grammar-translation method often resulted in a pupil being able to pass a fairly good examination in the language and yet be quite unable to think in it to any great extent. This system may be open to criticism, but the ability to think in the foreign language is an ideal that is only attainable by students who have special linguistic gifts and a great facility for the particular language. One advantage of the direct method is peripheral and depends on the teacher. With an unimaginative teacher and slow pupils, painfully slow progress may be made and little result achieved. This has been the experience of the writer with dull classes that have been accustomed to other methods. On the other hand, with clever pupils and an imaginative teacher, the progress may be almost startlingly rapid. A rapid change is noticeable for the better in the accent and intonation of the pupils, and possibly some of their early attempts at talking in the foreign language may be not ineptly compared with the broken English of an English child of four, but the writer does not recommend that attempts made by older pupils to talk in the foreign language should be encouraged. One other advantage of the direct method mentioned by the writer is that it has become increasingly used as the method of teaching modern English children French. This is an advantage to a certain class of teacher of the foreign language in England and France, and also possibly to the children, but whether it is an advantage to the teaching of French or the learning of the French child is decidedly open to question.

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The Direct Method of Language Teaching: 5 Useful Techniques

Ever heard of this language teaching approach  that professes never to teach any grammar?

You won’t hear a word of English—or whatever the students’ native language is—spoken in the classrooms that operate with this method.

I’m talking about the direct method of language teaching.

Here, we’ll take a deeper look into its philosophies and see if it’s something you’d want to try out in your classroom.

Let’s begin.

What’s the Direct Method?

The principles of the direct method, language is learned inductively, only the target language is used, speaking is supreme, 5 direct method teaching techniques, 1. example proliferation, 2. visual support, 3. listening activities, 4. oral exercises and tasks, 5. stress free and supportive environment.

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Around the turn of the 19 th century, a method arose that served to right the shortcomings of the grammar-translation method —the most prevalent language teaching approach in those days.

The direct method was developed as an antithesis to grammar-translation method. When the grammar-translation method’s weaknesses became apparent, the direct method expressly addressed those competencies scarcely touched by its predecessor.

So what’s the grammar-translation method? Let’s review.

It’s the teaching method that puts grammar—its rules, morphology, syntax—at the forefront. Meaning, language is taught by analyzing the different elements of language and explicitly prescribing correct ways of combining those elements.

A teacher composing a sample sentence on the board, and then labeling the words as nouns, verbs and adjectives while explaining how they relate to each other, is using grammar-translation method to teach language. The approach is usually championed in textbooks where the different parts of speech have their own chapters and, at the end of each chapter, practice exercises abound.

The “translation” part of “grammar-translation” is embodied in the vocabulary lists that give the equivalents of words in the target language. Translation exercises where students are asked to translate words, phrases and sentences are often used.

The grammar-translation method is especially adept at developing writing and reading skills, which is very important in dealing with Latin and Greek—dead languages, but for which a wealth of preserved literature abounds. But when it comes to practical, modern, spoken languages, it hasn’t resulted in students with communicative ability to carry an interesting conversation in the target language.

So now comes the direct method , a repudiation of its predecessor.

As we shall soon see, grammar, which is at the core of the grammar-translation method, isn’t even expressly taught in this approach. There are no grammar exercises, no committing of rules to memory, no lessons on how to write the plural form of a noun or how to conjugate a verb. That’s why it’s also known as the “anti-grammatical method.”

And while the grammar-translation is taught using the students’ first language, the direct method uses only the target language. Imagine! In a Spanish class that uses this method, you’d only use Spanish to teach your students the language.

The direct method is also known as “the natural method” because it looks to the process of first language acquisition to set the context and techniques for second language acquisition. When we learned our mother tongue, we didn’t go through grammar lessons and translation drills. So, how did we learn our first language?

Well, why don’t we look more closely into these things in the next section.

As mentioned before, grammar isn’t explicitly taught in the direct method.

You won’t be telling students about rules and such. Instead, you’ll let your students figure out the rules for themselves. Your job is to give them plenty of materials to piece together so they can connect the dots and discover the parameters for themselves.

Just as we acquired our first language through repeated exposure, so should it be in class. We didn’t memorize anything for our mother tongue, we simply acquired it through repeated exposure.

So, how do you teach grammar when you aren’t supposed to point out any linguistic rule?

It’s actually easier than you think. And, as a fulfilling bonus, you get to witness your students slowly figure things out for themselves.

Students learn best when you teach them things that are only slightly beyond their reach. And you help them “get there” by giving them simple inputs that they can actually use to figure things out.

Let’s say that in a German class you want to teach the word for the color red—a vocabulary lesson. Instead of using direct translation and writing on the board, “RED = ROT,” you make things more interesting and more fun. Bring several objects of the color—perhaps a red truck, a red ball, a red cap, a rose and lipstick.

Every time you point to the objects, say “Das ist rot. Rot.” (This is red. Red.) Go through the different objects and keep on repeating “ rot. ” With repeated exposure, your students will soon get the point. To check for comprehension, point to an object of different color, say a blue pen, and ask, “ Rot? ” The class should give a resounding “Nein!” (No!)

Let’s say that in an ESL class you want to teach some grammar rule, like how to form the plural of nouns. You might want to bring two sets of pictures. One depicting lone objects, the other, depicting a group. You hold the pictures side by side, clearly enunciating, for example, “car” on your right and “cars” on your left. Repeat this process for several pairs of pictures, emphasizing the “s” sound each time.

Your students will pick up on the clues and figure out the rules for themselves. Now you have to trust them on this. They may not get it right away, they may not get all of it, but you have to let those light bulbs work by themselves because this is the kind of learning that really stays with the students.

We’ll have more to say about specific techniques and strategies of the direct method in the next section.

This is a biggie: “Only use the target language.” That’s the first thing you read in any direct method  lesson plan .

While some do prefer to have some room to throw a little mother tongue here and there, like in teaching vocabulary, direct method purists would never utter a single sound outside the target language.

Even in the first few sessions of the course when members of the class will be absolute beginners and all the words that are coming out of your mouth will sound like Greek to them (even if you’re not teaching Greek), you need to stick the target language when doing your presentations. That is, do everything possible—demonstrating, dramatizing, gesturing—to send your message using only the target language.

The idea is that going through translations only bogs down learning. Students should be trained to think in the target language. Going through translations conditions them to think first in their first language, before converting the information to the target language.

Your students should be trained to see the world through the lens of the target language. In a Spanish class for example, when a student sees a red fruit hanging from a tree, she should immediately be thinking, “la manzana,” not “that’s an apple, hmmm… let’s see, apple is manzana  in Spanish. That’s la manzana!”

There should be a direct connection between the sight of the fruit and la manzana . And it’s your job as the teacher to make this direct connection.

The direct method looks to the processes of first language acquisition and applies them a second time to second language acquisition.

When we first learned English, we didn’t have translations to get us through the day. Mommy and daddy talked to us in simple English and we slowly acquired it. Sure, there were times when we made mistakes. But through trial and error, we groped our way to fluency. We not only speak English, we also think and dream in English.

If that’s how your students acquired their first language, then there’s no reason why the same mechanism wouldn’t work in second (or third, or fourth) language acquisition.

This will allow students to excel in authentic situations where the language is actually being used. Because they’re used to this target language-only setting, they won’t be overwhelmed when confronting an unknown word or grammar structure when chatting with a native speaker or watching a video.

In the direct method, listening and speaking skills are given first priority.

This would seem obvious in the field of language learning, but this is in stark contrast to the grammar-translation method where, because of the focus on linguistic structures, reading and writing skills are primarily developed.

Not to sneer at writing and reading skills, but the time to focus hard on them should come later in the language acquisition process.

With the grammar-translation method, you have students who know about the language and can translate a sentence accurately, knowing the different grammatical rules. Unfortunately, they wouldn’t have enough communicative skills to find their way through a speed date. With the direct method, instead of learning about the language, students use the language to send and receive communication.

In the teaching techniques that we will talk about shortly, you will notice that students are actively engaged in the different classroom activities. They’re not just passively sitting while taking down copious notes.

In the direct method , students do a lot of talking, gesturing, acting and interacting. They’re encouraged to talk, no matter how imperfectly. The more talking time the students get, the better. They interact with you, the teacher, they interact with fellow students. Instead of looking at examples of sentences written on the blackboard, they get to feel it roll off their tongues and hear themselves speak in a language they’ll soon be fluent in.

By placing the correct emphasis on comprehension and conversational skills, students are given vivid firsthand experience with the language. They aren’t just learning about the language, they’re actually using it to send a message, perform a task or ask a question.

With the direct method, language is really not an academic endeavor, as it has been for the grammar-translation method. Language is a way to communicate.

When you only have the target language to use during your lectures, you have to make it up somehow. Example proliferation is one of the ways you do that.

In order for your students to connect the dots and figure out vocabulary and rules of grammar for themselves, you have to give them plenty of material to work with. This means that instead of just giving one or two examples to illustrate your point, you work with five, six or even ten examples. And not only that—you’ll present each of the examples several times. Repetition is key in the direct method if students are to draw the correct conclusions.

The examples that you give should be simple, unambiguous and interesting.

Let’s say you want to teach the class the shapes, say circle. You have many different ways to dramatize this concept. Besides the obvious, which is drawing a circle on the board, you can bring different objects that exhibit the shape. How about a hula hoop, rings, coins, CDs, buttons, cookie, plate, frisbee or medal? How about bringing in pictures of the sun, a rotunda, the London Eye and a pizza?

Notice how difficult it is to resist seeing the connection between what you’re bringing and the concept of “circle?” The more interesting the things you offer to the class, the stronger and more memorable those mental connections will be. When students have pizzas and pies staring back at them, it’s very hard not to get the point.

You can do a comprehension check by presenting an object of a different shape and asking the class if it’s a circle or not.

A mantra of the direct method is “demonstrate, don’t translate.” When you do example proliferation to drive home a point, you would probably be hitting different learning modalities, different senses. And the most important sensory mechanism to hit—and hit again and again—is the visual sense.

There are many ways you can do this. A simple gesture can make your point vivid and clarify your intent. For example, you can use a close fist to signify strength. Execute it over and over and your ESL students will know what you mean when you say, “This table is built strong.”

The thing is, there’s a whole language based on signs and gestures alone. This can only mean that with enough well-timed actions, a whole new language can be taught.

You can also do actual body demonstrations instead of just using your arms. You can jump, punch, dance, even swim. You can exaggerate body language to provide context cues for your message. Teaching about airplanes? Dramatize it by zooming around class, hopping from one airport to another.

As suggested earlier, you can bring labeled pictures or even the actual objects to help dramatize the content of your lessons.

Of course, the direct method requires that the teacher be prepared. Nothing beats a teacher who knows their stuff.

Remember when you were a kid and your mom and dad used to read you bedtime stories?

You probably didn’t understand every word of it. You also probably did not know that it was actually also a great linguistic lesson—especially if one of your parents knew how to modulate their voice and often went overboard telling the story .

Do the very same thing with your students. Read them a story. Preferably the kind with cool pictures. (If you can somehow use a projector to have the images on the wall, so much the better.) Choose a story containing simple sentences.

Pace yourself. The goal of storytelling here isn’t to get to the last page. The story is your vehicle to expose your students to more of the language. So if you need to repeatedly read the sentences several times before proceeding to the next page, then do so.

You don’t need to read verbatim, you can do short asides. For example, if there’s a line that reads, “The lips of the princess were painted red,” you can elaborate a bit by saying, “Red. Just like the rose I showed you earlier, remember?”

So pace yourself. If there’s a particular vocabulary or concept in the story that you want to elaborate, then spend a little more time on it.

Another listening activity that you can do is playing a conversation of two native speakers. They can be talking about anything, as long as they use simple sentences and aren’t conversing too fast. Replay several times, then ask the students about the contents of the dialogue.

The goal in these activities is really not to understand everything. It’s to understand what’s going on. What’s the story about? What are these two people talking about?

If they understand the message, then they’ve just experienced the target language as it’s used to convey a specific message.

The direct method is a speech-centered teaching approach and believes that there’s nothing like having your students talk in the target language. Make it a clear goal to make your students talk in class as early in the course as possible—in the first class, really.

Grab any excuse you have to make them open their mouths and use the target language. For example, engage them interactively often by asking questions, encouraging them to reply only in the target language. You can ask the class as a whole or random students individually.

“Jerry, how was your weekend?”

“Class, did you see the news this morning? Any reactions?”

“Can anyone tell me their greatest fear?”

Sure, they’ll maybe answer you in the most basic form of the target language that they can muster, even almost incoherently mumbling. But you know that’s all part of the process.

Let them interact with each other. For example, split them up into pairs and let them do question-and-answer dialogues. One of the students will ask all the questions, the other will do the answering. They can ask any question that they want, and the answer given must be as honest as possible.

The goal here isn’t to ask grammatically perfect questions and give grammatically perfect answers. It’s to experience what it’s like to send and receive messages in the target language. After five questions and five answers, make them switch positions and do another five rounds of Q&A.

Also give them opportunities to talk in front of the class. You can extend the previous activity by making them present it in class. Give the pairs a chance to practice a little and put them on deck.

Like I said, every time you find an opportunity to make your students enunciate the sounds of the target language, grab it. Even a simple reading task where you call on each student to read aloud different parts of text in front of the class would go a long way in giving them firsthand experience with the language.

Providing your students with a stress-free and supportive environment is a standard for all the other teaching approaches, but nowhere is it more important than in the direct method.

Imagine being a student, sitting in your first language class, and immediately the teacher is addressing you in the language that you’re supposed to be learning—even though you haven’t learned a word yet. Everything that comes out of her mouth sounds all Greek to you (even though it’s Spanish or Korean). Yeah, her gestures and tones help somehow, but you can’t be really sure what she means.

Even so, you start picking up a few sounds and tones, a few words here and there that you think have a certain meaning.

The classroom situation is very fluid and you just don’t know when the teacher will call on you and make you stand in front of the class. You can’t just sit at the back of the classroom and fly under the radar until the course finishes.

Imagine that. As good as this is for getting students to be observant, think critically and absorb the language naturally, it could be a little intimidating.

As a teacher, it’s your first responsibility to make every member of the class understand that mistakes aren’t fatal. They don’t have social repercussions. Mistakes are part of language learning and you have to give students enough confidence to participate in class, regardless of uncertainty.

Let them know that you’re there for support . One of the ways you can do this is by making sure that when you call on someone and throw them a question, you never leave without giving the correct answer. For example, you can ask, “Tim, what color is this?” Tim sees that you’re pointing to a yellow banana, but doesn’t know how to respond. What do you do? You feed him the answer and then let him tell it to you.

You: “It’s yellow. Yellow! This banana is yellow. What color is this?”

Tim: “Yellow.”

You: “Very good! Class, the banana is yellow.”

What if Tim ventures on another answer, like “red,” how do you respond?

You give Tim plenty of opportunity to self-correct and guide him to the answer. You can repeat his answer with a questioning tone (“Red?”) then give him options by saying, “Is it red (pointing to something red), or is it yellow (point to the banana)?”

If he mispronounces “yellow,” feed the correct pronunciation to him and let him throw it back to you. In short, nobody in your class gets asked a question without being able to give the correct answer.

Make students feel that you won’t leave them hanging, you won’t embarrass them in class and they’ll be active and willing participants in the learning process.

And that’s what the direct method is all about—a unique method with wonderful virtues of its own.

We’ve talked about its principles and we’ve presented its techniques.

Why don’t you try them in your class today?

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Literary English

Direct Method | Language Teaching Method

Grammar Translation Method was one of the old-fashioned language teaching method. With the passage of time, this method was not more effective. During last decade of 19 th century, a new language teaching method emerged. Because GTM had failed to meet the language teaching requirements of modern society where multiple discipline were in practice. The failure of GTM led to the creation of the Direct Method. This method focused on ability to use language rather than to analyze as the goal of language teaching.

The Direct Method was started in France and Germany around 1900. It replaced Grammar Translation Method and other traditional methods and approaches. Moreover, it replaced C. J. Dodson’s bilingual method of language teaching. International language schools like Inlingua and Berlitz also adopted direct language teaching method.

Why Direct Method Replaced GTM?

Grammar Translation Method was based on set of specific rigid rules dictation, cramming of rules, translation, and writing. The major drawback in GTM was lack of practical use of target language. There was no practice of spoken language and as a result; learners were good at reading and able to write sentences but they were unable to use that language in spoken context.

Main Focus of Direct Method

In Direct Method, spoken word was given primacy. The students were taught in the target language. Instruction material was presented orally with help of actions and pictures instead of printed form. Learners were not allowed to use mother/native language to learn target language. The most important aspect of language learning in Direct Method was the practice of culture in true sense.

Aims of the Direct Method

• The proponents of DMT believe that language learners should practice target language directly, in the same way as they learned their mother tongue without assistance of any other language.
• DMT basic aim was to make direct interaction of learners to the target language.
• It focuses on making a relation between rule and performance, experience and language, and, thought and expression.
• It aims to learn how to communicate in the target language.
• No more excessive dictation and translation
• No memorizing of rigid grammar rules but concepts are to be taught by means of objects or contexts.
• Reading and writing is practiced with help of oral/verbal instructions. 
• It builds listening and speaking competency.
• Grammar is to be taught indirectly rather than cramming of rules.

Activities of Direct Method Teaching in a Language Classroom

• In Direct Method, teacher points to a picture (for leering vocabulary) or makes a gesture (to demonstrate an action) to make sure that learners understand clearly.
• Then teacher introduce that element verbally. (With loud and accurate pronunciation)
• After listening teacher’s pronunciation, learners try to pronounce same words.
• Teacher corrects learner’s mistakes, pointing to articulatory gestures to show proper shaping of articulators.
• Students repeats same element at the time until they became familiar with it.
• Then teacher introduces the correct use of a new element in sentence.
• Teacher makes an example of that element in a sentence or in a phrase.
• Students also practice it to use it in a sentence.
• When learners become familiar with the element, Teacher asks them different questions using that element making yes/no questions or interrogatives.
• ASK & REPLY IN NEGATIVE
• Teacher uses Element in negative situations (e.g. “Are you the President of the United States?” or “Are you the teacher?”); Students says “No”. If more advanced, may use the negative with “Not”.
• Finally, teacher observes learners carefully for mental stress. If learners become saturate, teacher stops the lesson.
• Teacher review the lesson in a light mood by showing some visuals to release mental stress. 

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Comparison and Contrast Between Direct Method and Audio-Lingual Method

In the history of second language learning, different approaches and methods have been used by the teachers. Some of these methods reflect different theoretical views on how to learn a second language, each of which have their own merits and drawbacks. Here, we are going to compare two of these methods; Direct and Audio-Lingual Methods.

Related Papers

I t is to be noted that language learning/teaching as a Methodological problem knew a considerable amounts of research and theorizing to reach most influential methods and approach of teaching a foreign language, and in my paper I will try to deal with one of those methods, which is the Audio-lingual Method or the "Army Method". One purpose of this paper is to provide information and simultaneously to examine the effectiveness of the "Army Method" in the Moroccan schools, where the opportunity of speak and practise English are limited in the classroom. It is worthy mentioning that we will learn about this method by entering a beginning level classroom (1st year of high school), where it is being practised. In order to give an overview about the Audio-lingual Method I will divide this monograph into two major parts. To achieve this purpose the first part will be about the theoretical view of the method, and it will be consisted the history of language teaching methodologies and I will give a brief definition of the Audiolingualism and its origin. To sum this part up, I am going to shed light on the patterns of classroom interaction or relationship that concern the teacher and student as well. Part two will be concerned with the observation I will take from the classroom. Then I shall try to deal with applying the principles on the experience. After I have identified the principles I will analyse the methods techniques as well as I will attempt to evaluate the applicability of Audio-lingual Method in Moroccan schools from what I observed so far. In short, this humble work will divide into two major parts the theoretical and practical part. This later is important since it is needed for considering some raising questions, such as what should be the goal of language instruction? Is this method effective in reaching it? What is the best means of evaluation to see if it has been reaching it? And what is the goal of teacher who uses the method?

Zatusy Naim

Journal ijmr.net.in(UGC Approved)

Ekaterina Posokhova

The present paper focuses on the problem of alternative methodologies in language teaching. It embraces three approaches: Total Physical Response, the Audio-lingual method and the Silent Way. The strengths and weaknesses of each are analyzed. The sphere of implication of the methodologies under study is described. It is proved that the elements of the analyzed methods can be quite effective in reaching specific desired learning outcomes.

Gevorg Grigoryan

anosh ilyas

Language of oral is always important role in the politics and journalism foreign is used to describe people, jobs and activities to countries that are not the country of the person or government concerned process of learning. Oral proficiency in something that you show ability or skill at it are also a basic role in the language of foreign. The strategy of communication is important to oral ability. This study focus the students to communicate with each other using the target or result that you are trying to achieve in the classroom. This research focus the advantage of Direct Method to give instruction how to communicate in the language of target.

Kadda Ammour

Yingzi Wang

JURNAL ILMIAH GLOBAL EDUCATION

MUHAMMAD PADLI, SH

This study aimed at finding out the effect of audio-lingual method in teaching speaking of MTs MTs Al-Amin NW Bagek Empat. The method used to analyze the obtaining data was an experimental research. The sample of this study was divided into two groups those were experimental group and control group. Each group consist of 40 students. The result of this study was significant by using of audio-lingual method in teaching speaking. It was proved by the result of t-test was 6.665 and t-table was 1.617 (6.665>1.617) mean scores of experimental groups were 1.8, while for control group were 0.65. Based on the hypothesis that was proposed the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected.

Over the years, many language teaching methods have been developed and are still being developed. Grammar Translation Method, Direct Method, Audio lingual Method, Situational Language Teaching, Total Physical Response, Suggestopedia, The Silent Way and Communicative Language Teaching, just to mention a few, are examples of language teaching methods. A careful study reveals that each method results from a critic of a previous method and seeks to propose a better way of teaching a language. It is because the Grammar Translation Method did not meet up with the demands for oral proficiency that The Direct Method and later the Oral Approach came into being. These methods were hailed for their emphasis on oral productions, yet these methods only gave limited opportunities for learners to use language interactively, thus, the shift to the communicative approaches to language teaching. Inevitably, these methods contain features that sometimes overlap or are distinctive. This paper seeks to compare two methods of language teaching: one that targets automatic oral production of basic structures - Situational Language Teaching (henceforth SLT) and the other that targets the development of communicative competence, that is, Communicative Language Teaching (henceforth CLT). The aim of this comparison is not to propagate any language teaching method. The assumption is that there is no best language teaching method, rather a prolific language teacher should be eclectic, that is be properly informed on all the teaching methods, judge them, and appropriately incorporate different language teaching methods that meets the objectives of their lessons. This comparison shall be done at two levels - the level of approach and the level of design

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Direct Method

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THE DIRECT METHOD Nowadays there are many options to learn a language; some schools have the best methods for reaching that goal but only some of them truly apply them. The possibility to learn a language involves some factors that are pointed directly to teachers. For this reason, different methods have been appearing through time. As it is mentioned in previous essays, the methods have changed for different reasons; one of them is because of the need to improve the complete skills of the student.

This essay is focused on one of these methods that is called “The Direct Method” and discover the history, what are the main characteristics of this method, what are the advantages and disadvantages, what is the role of the student and the teacher and at the end is going to be presented some activities that teachers could apply when they use this method. This method was developed because of the bad comments that people had at that time of the “Grammar – Translation Method”.

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It was developed in France and Germany around 1900 making a radical change of the method that existed at that time. Freeman (1966) mentioned that the principals of the “Direct Method” have been applied by language teachers for many years and that it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate. This method became popular because this it is focused on preparing students to use the target language in order to achieve communication.

This resulted a complete change in those times because the “Grammar-Translation Method” was the only that existed because of the disadvantages that this represented. Fortunately, “The Direct Method” appeared to counter all this problematic and have a complete develop of the students communicative skills. This method had different names at the beginning of its creation. Before the real name, some people proposed to call it: “reform method”, “natural method” “psychological method”, “phonetic method”, etc.

But the most persistent term to describe the various features of new approaches in languages teaching was “Direct Method” There are some characteristics of this method and The British Council explained that one of them is that all teaching is done in the target language, grammar is taught inductively: that is the students are presented with examples and they figure out the rule or generalization from the examples. Moreover, there is a focus on speaking and listening, and only useful “everyday” language is taught. The pronunciation ad a fundamental participation because teachers started to recognize the problems that students had when trying to speak the language. Also, the fact that students speak in the target language a great deal and communicate as if they were in real situations. The vocabulary is teaching through pantomiming, real-life objects and other visual materials. As we realize, this method is about being in contact with the target language. Some advantages of it are that learners can easily follow the pace and content for the lesson. Lesson objectives for each stage are clear and simple.

So, this means that students are not worried for other things, only for learning. Lessons are prepared to feature a specific grammar or structure point, specific key lexis or vocabulary, develop reading, listening comprehension and vocabulary skills. For this reason it doesn’t imply a difficulty for teachers, because they can teach every topic step by step. As well, this method makes the students to get involve totally with the language. In the other method, communication was null, no sense of speaking was required, so students were not prepared at the time to speak with other people in the target language.

However, this method makes a total emphasis on language communication. Students are more prepared when they want to communicate with foreign people and don’t have problems to complete the circle of communication. On the other hand, “The Direct Method” has disadvantages too. Addysg (2001) mentioned some of them. For instance, the major fallacy of Direct Method was belief that second language should be learned in way which first language was acquired – by total immersion technique. But obviously much less time is took and opportunity in schools increases, compared with small children learning his mother tongue.

Also, teachers need to have competence with the language, energy, imagination for a material production. If this is not possible with the teacher, the class is going to have a wrong effect on the students and they will probably feel disappointed about the teacher and with the method he uses. For this reason, teachers have to be really prepared for this because their goal is that students learn how to communicate in the target language. In order to do this successfully, students should learn to think in the target language. Likewise, the role of the teacher in this method is to direct the class activities in less passive way.

Teachers and students are more like partners in the teaching / learning process. The objective of this method as Freeman (1986) concluded is that students will learn to communicate in the target language, partly by learning how to think in that language and by not involving L1 in the language learning process. Some activities during the class that teachers can apply are those that involve reading aloud, question and answers exercise, conversation practice, fill-in-the- blank exercise, dictation and map drawing. This activities are going to put the students’ attention in the develop of the learning.

In conclusion, we already know what the main characteristics of this method are, its advantages and disadvantages. Likewise, some history is mentioned about how and why was created this method and which is the role of the teacher and student during the class. As a personal opinion of this method, I think is a great option because emphasizes the four areas of the language. Vocabulary is emphasized over grammar. Although work on all four skills (reading, writing, speaking, and listening) occurs from the start, oral communication a basic.

The Direct Method is a highly effective method in terms of creating language, in addition to the competent use of the target language successfully. Bibliography 1. – Adran, A (2001) “Direct Method” Retrieved from: http://www. aber. ac. uk/~mflwww/seclangacq/langteach5. html 2. – Freeman, D. L ( 1986) “ Tecniques and principles in language teaching” New York: Oxford. 3. – Stern, H. H. (1983). ” Fundamental Concepts of Language Teaching”. China: Oxford University Press. 4. – The British Council “ The Direct Method” Retrieved from: http://www. teachingenglish. org. uk/think/knowledge-wiki/direct-method

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If you need to deliver bad news or information that you know will not please the recipient, you have the option of choosing either a direct approach or an indirect approach .

Using the direct approach, you deliver the message straight away after your salutation, whereas a more indirect approach will include some kind of buffer before you deliver your message. Which strategy you choose depends on the situation and the way in which you wish to present your message.

Whereas writers in Swedish tend to use a direct approach, correspondence in English often relies on a more indirect approach to deliver what might be seen as unpleasant information. 

Direct or indirect approach?

Direct approach.

Using a direct approach means that you get straight to the point after the salutation and a reference to previous contact. 

Examples (More formal):

• With reference to your application, I regret to inform you that you have not been selected for interview.
• Thank you for contacting us. All vacancies for PhD positions are advertised on the Lund University website.

Examples (Less formal):

• Thanks for getting in touch. I am afraid we cannot offer an extra exam. The next resit opportunity is 15 May. Please make sure you reregister on the course before that and that you also register for the exam via the Student Portal.

Indirect approach

If you use an indirect approach, you add some kind of buffer, or padding, before you deliver your message. Such buffers usually express appreciation or understanding, although they can also present a neutral factual statement.

The following examples deal with ways of telling applicants they have not received funding, although the phrases can be used in other contexts too. After recognising previous correspondence ( Thank you for your email / application / etc. ], some writers choose to open with a piece of good news before the bad news is delivered.

• We were very pleased to hear about…. However, due to financial constraints, it will not be possible to…
• We received many strong applications this year…Regrettably, however, …

If you didn’t get a letter about ANCHOR, here’s what happens next

• Updated: Aug. 28, 2024, 8:12 a.m.
• | Published: Aug. 26, 2024, 9:30 a.m.
• Karin Price Mueller | NJ Advance Media for NJ.com

Earlier this week, 1.5 million New Jersey residents received notification letters that their ANCHOR property tax benefit applications would be filed automatically.

If you didn’t get one, it’s time to check your mailbox again.

The state Treasury Department said those who didn’t receive the letters would receive an application packet, which the agency said would be drop in the mail on Monday, Aug. 26.

The packets — purple for renters and green for homeowners — will have the information people need to file their applications, including the necessary ID number and PIN.

Some residents will need to go through an extra level of identity verification — through ID.me — when they log in to anchor.nj.gov to file their applications.

MORE: The next ANCHOR property tax benefit: Your questions answered.

Take note of the information provided in the packet. If your information has changed, such as if you had a name change or if your direct deposit information has changed, you will need to update your information when you apply.

New this year: You will be able to upload documentation, such as marriage or death certificates, through the state’s secure portal. If you don’t want to do it online, you can download a paper application from the state’s website and mail it in with your documentation.

The ANCHOR benefits, which are for the 2021 tax year, will pay up to $1,500 to homeowners and $450 for renters, with senior homeowners and renters getting an extra $250. The Treasury Department said payments will be issued on a rolling basis beginning in November. Last year, the first round of direct deposits went out on Oct. 12, and more rounds of direct deposits and checks were sent in subsequent weeks.

Residents who don’t receive a packet can log in to anchor.nj.gov and go through the identity verification process with ID.me , after which they will receive the needed ID number and PIN.

Nov. 30, 2024 is the deadline to apply.

If you need help, you can call the ANCHOR hotline at (888) 238-1233 or (609) 826-4282. You can also get in-person help at a regional help center. You can see all the locations here. Appointments are not required, but you can make one on the state website.

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Wave transmission in layered composite rock mass comprising parallel joints and different rock materials

This study investigates wave propagation of layered composite rock mass composed of multiple joints and assorted rock materials. Firstly, the effect of multiple-reflection between joints on wave transmission was explored by modifying the method of characteristics. Secondly, the superposition of direct and indirect transmission induced by multiple-reflection was analyzed. Waveform variations in wave transmission were compared across three different layered composite rock mass. Finally, the effects of wave parameters (frequency), joint parameters (stiffness and number), and rock parameters (wave impedance ratio) on both direct and indirect transmission induced by multiple-reflection were considered. The results indicate that the effect of indirect transmission induced by multiple-reflection on both particle velocity and stress transmission of waves cannot be ignored in many cases. The results further indicate that effect of indirect transmission induced by multiple-reflection on both particle velocity and stress transmission coefficients decreases with increasing incident wave frequency, while it increases with increasing joint numbers. The effect initially increases and subsequently decreases with increasing joint stiffness. Furthermore, the effect of indirect transmission induced by multiple-reflection on the particle velocity transmission coefficient increases while its effect on the stress transmission coefficient decreases with increasing wave impedance ratio.

• Wave transmission;
• Layer composite rock mass;
• Multiple parallel joints;
• Modified method of characteristics;
• Transmission coefficient