2. The direct method of teaching was developed as a reaction to
the Grammar-Translation method.
The language teaching expert F. Gouin and other reformers
tried to create a method based on the insights drawn from the
observation of child language learning .
Direct Method was developed by Maximilian Berlitz towards
the end of the 19th century in Europe, for economic
development, the communication among nations became more
frequent.
Use the natural way to communicate, like a baby learning its
mother tongue.
3. The direct method aims to provide language learners
with a practically useful knowledge of language .
Knowing a language is being able to speak it.
The
Berlitz
Method
The
Natural
Method
The Anti-
Gramma
tical
Method
The
Reform
Method
4. Classroom instruction was conducted in the target
language.
There was an inductive approach to grammar.
Only everyday vocabulary was taught
Concrete vocabulary was taught through pictures and
objects, while abstract was taught by association of ideas.
The learner was actively involved in using the language in
realistic everyday situations.
New teaching points were taught through practice.
5. Students were encouraged to think in the target language.
Speaking was taught first before reading or writing.
Grammar was taught inductively.
The syllabus was based on situations or topics.
Classroom activities was carried out only in the target
language.
Emphasis is put on correct pronunciation and grammar.
Both speech and listening comprehension were taught.
Not memorization but production.
6. The teacher and the students are more like
partners in the teaching/learning process.
The students’ role in direct method is the active
learner.
The students are also the observer and
practitioner.
7. Teacher is the only demonstrator. He/she never
translates but demonstrates the meaning through the use
of realia, pictures .
Direct the class activities.
Students and teachers are partners in the learning
process and there is a large amount of ,learner-learner
interaction.
8. Reading loud
Question and answer exercise
student self-correct
Conversation practice
Fill-in-the-blank exercise
Dictation
Map drawing
Paragraph writing
9. Learners have an active role.
The learning is contextualized.
It follows the natural order in which a child learns
L1 that is listening ,speaking ,reading and writing.
It lays great emphasis on speaking, the most
important skill for many learners.
It avoids the unnatural block of translation in the
communication process.
10. Learner learns the language , not about the
language.
Lively classroom procedures motivate the learner.
The teaching of vocabulary through realia brings
authenticity into the classroom .
The emphasis on speech make it attractive for
those who need real communication in l2.
11. 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.
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.
12. L2 should be learn in way in which l1 was acquired by total
immersion technique.
It rejects use of printed word- but this objection is illogical
since l2 learner has already mastered his reading skills.
Later disciples of direct method it to extremes and refused to
speak single word of English in lessons.
Also Direct Methodists failed to grade and structure their
materials adequately – no selection, grading or controlled
presentation of vocabulary and structures.
13. 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 method because this method enhances
the communication skills of the students.
Focuses on the listening skills of the learners.
Good for the class of small size.
