Direct Method

MD. SHAHREAR TALUKDER

ASSOCIATE PROFESSOR
DEPARTMENT OF ENGLISH
SHANTO-MARIAM UNIVERSITY OF CREATIVE TECHNOLOGY
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Direct Method

 As with the Grammar-Translation Method, the Direct Method

is not new. Its principles have been applied by language
teachers for many years. Most recently, it was revived as a
method when the goal of instruction became learning how to
use another language to communicate. Since the Grammar-
Translation Method not very effective in preparing students to
use the target language communicatively. The Direct Method
became popular.

Md. Shahrear Talukder

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Direct Method

 The Direct Method has one very basic rule: No

translation is allowed. In fact, the Direct Method
receives its name from the fact that meaning is to be
conveyed directly in the target language through the
use of demonstration and visual aids, with no
recourse to the students’ native language.

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Direct Method

Objectives of the Direct Method:

 Teachers who use the Direct Method intend that

student learn how to communicate in the target
language. In order to do this successfully, students
should learn to think in the target language.

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Direct Method

 Features of the Direct Method:

 1) No L1 is used in the classroom.
 2) Vocabulary and sentences taught are of ordinary forms which are used daily.
Concrete vocabularies are taught through pictures and real objects, but abstract ones
are presented via association of idea.
 3) 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.
 4) Grammar is taught inductively.
 5) Correct pronunciation and grammar are emphasized.
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Direct Method

 6) The demonstration is preferred for explanation and translation. Meaning

should be taught in the first instance by demonstration to establish the meaning
and then be defined and used in context to encourage thinking in the target
language.
 7) Every teaching point is introduced orally first and only after it is orally
mastered, reading and writing will be dealt with.
 8) Conversation taught through imitation and practice. For this reason, either
native or native like teachers should be employed by these schools
 9) Pronunciation receives primary attention-focus on the form. Correct
pronunciation and grammar were emphasized.

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Direct Method

 10) Immediate correction is suggested: self-correction is preferred to teachers’

correction.
 11) Its syllabus is topical, not structural.
 12) Culture is part of the language, so the two should be taught together. In fact,
learning a language should be like visiting the country where it is spoken, only more
effective because “the language has been methodically and systematically
arranged”.
 13) Due to its emphasis on naturalness, DM doesn’t allow students to prepare
homework in advance.

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Direct Method

Advantages of Direct Method

 1. Student of DM develop fluency in spoken English and can use this knowledge in communication in
L2.
 2. Understanding L2 takes place through L2. So there is no need for translation and hence no division
between active and passive vocabularies.
 3. Its outcome or the ability to communicate in the target language is very attractive to those who
need to learn a language other than their mother tongue.
 4. Its use of realia for teaching vocabulary is a natural way of changing perception into the conception

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Direct Method

Disadvantages of Direct method

 1. Not all age groups and not all educational contexts benefited equally from
DM. It was more useful for adult language learners in a private language
school.
 2. Its overemphasis on the similarities between L1 acquisition and L2
learning disregard the fact that the condition under which a child acquires
his mother tongue is totally different from the condition in which adult
learners a second language. In fact, the care time and opportunities available
in these two contexts cannot be compared at all.
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Direct Method

 3. DM is not as structured as a method. That is, its materials are not

probably graded and sequenced. So, at times it is very confusing for
learners who are bombarded with examples of living language.

 4. Not all teachers are able to teach in this method. DM teachers have
to have native-like competence, creativity, time, devotion, energy and
imagination to design their own courses.

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Direct Method

 5. Its rejection of translation makes this method very time and energy
consuming. At times when it is difficult to convey meaning through realia,
explanation in L2 can be a great asset in the hands of the teacher.

 6. It doesn’t build upon the reading skills the learners have already
developed in their L1 and instead passes all the responsibilities on to the
teachers. So success in DM becomes too much dependent on teachers’
skill rather than on methodology itself.

Md. Shahrear Talukder

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Direct Method

Guideline for Teaching oral Language

 Use Only the Target Language: From the beginning, communicate solely
in the language being taught. Avoid translations; instead, use gestures,
visual aids, and facial expressions to convey meaning.
 Start with Oral Language Skills: Begin with listening and speaking
activities before introducing reading and writing. Prioritize activities like
dialogues, conversations, and oral drills that engage students in active use of
the language.
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Direct Method

Guideline for Teaching oral Language

 Emphasize Vocabulary in Context: Introduce vocabulary and phrases that

students would encounter in everyday situations. Teach words and phrases
in context rather than as isolated lists, so students understand usage.
 Teach Grammar Inductively: Present grammatical structures within
sentences or conversations without explaining grammar rules directly. Allow
students to observe patterns and infer rules through examples and practice.

Md. Shahrear Talukder

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Direct Method

Guideline for Teaching oral Language

 Use Real-Life and Visual Aids: Employ objects, pictures, flashcards, and real-life examples to make
language input clear and engaging. Demonstrations, actions, and visual support help students
associate meaning directly with the target language.
 Focus on Pronunciation and Intonation: Correct pronunciation and intonation are essential.
Model words and phrases clearly and encourage students to repeat them accurately, helping them
develop natural speech patterns.
 Encourage Question-and-Answer Practice: Use Q&A activities to practice conversational skills.
Pose questions that prompt students to respond in complete sentences, which promotes fluency and
helps them think in the target language.

Md. Shahrear Talukder

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Direct Method

Guideline for Teaching oral Language

 Correct Errors Immediately and Constructively: Address errors in pronunciation, grammar, or

usage as soon as they occur, but do so gently and constructively. This immediate correction reinforces
proper language use.
 Design Interactive and Communicative Activities: Create activities that encourage students to use
the language interactively. Role-plays, interviews, and real-world scenarios help make language
practice practical and engaging.
 Incorporate Listening Comprehension: Provide students with ample opportunities to listen to
native-like speech, whether through teacher input, audio recordings, or multimedia. This builds their
comprehension skills and helps them pick up on nuances in the language.

Md. Shahrear Talukder

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Direct Method

The Direct Method, A good start to teach Oral language

 The Direct Method help the students to understand language that help with ease of
language. Language that depend upon the use of sentences how to communicate with
each other not for the words (Vietor 1882) that help the students to learn the earlier
speech. Direct Method that is influence the target language as best instruction for
teaching skills or detailed information and classroom communication language. Through
the activities of Direct Method which always give the enthusiastic and interesting that
attracts its attention for the knowledge of foreign language. Students can understand
easily if teachers uses direct method because this method enhance communication skills
of the students.
Md. Shahrear Talukder
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Direct Method

 The Direct Method which criticize that the teachers

which are speak the nativelike ability (Richards and
Rodgers, 2007). Through the achievement of Direct
method that influence the teachers ability to do
something well or effectively the students that have
no opportunities for the skills of language unless that
native _like ability is effect by teachers.

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Direct Method

 A best and successful teacher of Direct Method which needs the

ability of language, physical mental energy, strength, imagination
(that you have to form pictures or ideas in your mind of things
that you are exciting) skills and strong health. That must be
resourceful in the way of body gestures and expression by the
evidence that are against linguistic feeling of physical or mental
tiredness in the way of teaching language (Duchackova, 2006).

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Direct Method

 Larsen-Freeman (2000) show that language is basic

to express the speech that is the ability to speak or
act of speaking. Through the activities of the
classroom language students also involve to use the
target language.

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Direct Method

Characteristic of Direct Method

 Exclusive Use of the Target Language: The method relies solely on the target language during
instruction. No translation is allowed, encouraging students to think in the language they're learning.
 Focus on Oral Skills: Emphasis is placed on speaking and listening over reading and writing, aiming
to develop strong oral proficiency and immediate communicative ability.
 Everyday Vocabulary and Expressions: Vocabulary and expressions taught are practical, often
centered on everyday communication needs, making language use relevant and applicable to real-life
situations.
 Inductive Grammar Learning: Grammar rules are not explicitly taught. Instead, students infer rules
through examples, repetition, and use, which promotes an intuitive understanding of grammar
structures.
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Direct Method

Characteristic of Direct Method

 Direct Association of Words with Meaning: Concepts are introduced with direct
associations through visual aids, actions, and demonstrations instead of relying on
students’ native language.
 Correct Pronunciation and Accent: A strong focus on accurate pronunciation,
stress, and intonation is emphasized from the beginning, helping students sound
more natural in the target language.
 Active Student Participation: The method requires active participation through
speaking and responding to questions. The classroom often employs question-and-
answer formats to keep students engaged.
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Direct Method

Characteristic of Direct Method

 Contextualized Learning: Language is taught in context through situational and

conversational interactions rather than isolated vocabulary or grammar drills.
 Rapid Correction of Errors: Errors are corrected immediately to ensure accurate
language use, which helps reinforce correct forms and builds learners’ confidence in
their speaking abilities.
 Teacher as a Model of Language Use: The teacher plays a central role by
modeling correct language use and engaging students through demonstration,
conversation, and questioning.

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Direct Method

Techniques of the Direct Method

1) Reading Aloud: students take turns reading a section of the passage, play, or
dialogue out loud. At the end of each student’s turn, the teacher uses gestures,
pictures, regalia, examples, or other means to make the meaning of the section
clear.
2) Question and Answer Exercise: this exercise is conducted only in the target
language. Students are asked questions and answer in full sentence so that they
practice new words and grammatical structures. They have the opportunity to
ask questions as well as answer them.

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Direct Method

 3) Student Self-Correction: the teacher of this class has the students self-correct by
asking them to make a choice between what they said an alternative answer he supplied.
There are, however, other ways of getting students to self-correct. Another possibility is
for the teacher to repeat what the student said, stopping just before the errors. The
student then knows that the next word was wrong.

 4) Conversation Practice: the teacher asks students a number of questions in the target
language, which the students have to understand to be able to answer correctly. The
questions contained a particular grammar structure. Later, the students were able to ask
each other their own questions using the same grammatical structure.

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Direct Method

 5) Fill-in-the-blank Exercise: all the items are in the target language; furthermore, no
explicit grammar rule would be applied. The students would have induced the grammar
rule they need to fill in the blanks from examples and practice with earlier parts of the
lesson.

 6) Dictation: the teacher reads the passage three times. The first time the teacher reads
it at normal speed, while the students just listen. The second time he reads the passage
phrase by phrase, pausing long enough to allow students to write down what they have
heard. The last time the teacher again reads at a normal speed, and students check their
work.

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Direct Method

 7) Paragraph Writing: the teacher in this class asked the students to write
a paragraph in their own words on the major geographical features of the
United States. They could have done this from memory, or they could
have used the reading passage in the lesson as a model.

 8) Map drawing: The class included one example of a technique used to

give students listening to comprehensive practice. The students were
given a map with the geographical features unnamed. Then the teacher
gave the students directions.

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Direct Method

Techniques of Direct Method at a glimpse

 1. Reading aloud that other people can here you.
 2. Question answer session.
 3. Dictation
 4. Fill in the blank exercise.
 5. Student self-correction
 6. Oral communication.
 7. Language skills(reading, speaking, listening skills).

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Direct Method

Principles of Direct Method

 1. Emphasis on Speaking and Listening: Language learning begins with speaking and listening, with a
focus on developing fluency and accurate pronunciation. Teachers use real-life situations and natural
conversations to teach language.
 No Use of Native Language: The target language is used exclusively in the classroom. Teachers avoid
translating words and grammar into the students' native language, using visual aids, gestures, and actions
instead.
 Focus on Vocabulary and Everyday Speech: Vocabulary is taught in context, emphasizing practical,
everyday language. This method prioritizes commonly used phrases and expressions to prepare students
for real-life interactions.
 Inductive Teaching of Grammar: Instead of explicit grammar rules, grammar is taught inductively.
Students learn through examples, exposure, and repetition, gradually internalizing grammatical
structures.
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Direct Method

Principles of Direct Method

 Concrete Teaching through Demonstrations: Teachers rely on visual materials, objects, and
demonstrations to convey meaning, allowing students to understand concepts without translation.
 Emphasis on Correct Pronunciation and Spontaneous Speech: Correct pronunciation is
prioritized from the start, and students are encouraged to speak spontaneously, promoting
confidence and fluency.
 Question and Answer Format: Classroom interactions are built around question-and-answer
exchanges to practice vocabulary, grammar, and comprehension in an engaging, conversational way.
 Focus on Listening and Comprehension: Listening comprehension is developed through
exposure to the spoken language, helping students become familiar with its sounds, rhythm, and
intonation patterns.

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Direct Method

 Teacher’s Role

 Use Only the Target Language: From the beginning, communicate solely in the language being taught.
Avoid translations; instead, use gestures, visual aids, and facial expressions to convey meaning.
 Start with Oral Language Skills: Begin with listening and speaking activities before introducing reading
and writing. Prioritize activities like dialogues, conversations, and oral drills that engage students in active
use of the language.
 Emphasize Vocabulary in Context: Introduce vocabulary and phrases that students would encounter in
everyday situations. Teach words and phrases in context rather than as isolated lists, so students
understand usage.

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Direct Method

 Teach Grammar Inductively: Present grammatical structures within sentences or conversations without
explaining grammar rules directly. Allow students to observe patterns and infer rules through examples and
practice.
 Use Real-Life and Visual Aids: Employ objects, pictures, flashcards, and real-life examples to make
language input clear and engaging. Demonstrations, actions, and visual support help students associate
meaning directly with the target language.
 Focus on Pronunciation and Intonation: Correct pronunciation and intonation are essential. Model
words and phrases clearly and encourage students to repeat them accurately, helping them develop natural
speech patterns.
 Encourage Question-and-Answer Practice: Use Q&A activities to practice conversational skills. Pose
questions that prompt students to respond in complete sentences, which promotes fluency and helps them
think in the target language.

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Direct Method

 Correct Errors Immediately and Constructively: Address errors in pronunciation,

grammar, or usage as soon as they occur, but do so gently and constructively. This immediate
correction reinforces proper language use.
 Design Interactive and Communicative Activities: Create activities that encourage
students to use the language interactively. Role-plays, interviews, and real-world scenarios
help make language practice practical and engaging.
 Incorporate Listening Comprehension: Provide students with ample opportunities to
listen to native-like speech, whether through teacher input, audio recordings, or multimedia.
This builds their comprehension skills and helps them pick up on nuances in the language.

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Direct Method

1. Interactive Learning: Students are encouraged to ask questions, respond

in complete sentences, and participate in dialogues. This promotes
fluency as they become more comfortable with conversational English.
2. Receptive to Correction: Feedback is immediate in the Direct Method, so
students must be receptive to corrections in pronunciation, vocabulary
usage, and grammar. This helps them refine their language skills more
quickly.

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Direct Method

Students’ Role
1. Active Participant: Students are expected to engage actively in speaking, listening, and interacting
with the teacher and other students in English. This method emphasizes natural language use, so
students are continuously practicing English in real-time contexts.
2. Language Immersion: Since the Direct Method avoids using the students' native language, they
immerse themselves in English-only environments. Students learn vocabulary, grammar, and
sentence structures through context and direct association with actions, visuals, and real-life
situations.
3. Learning through Observation and Imitation: Students learn by observing the teacher’s gestures,
expressions, and use of objects to infer meanings. They imitate pronunciation, intonation, and
sentence patterns as they hear and see them used in context.

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REFERENCES

 Duchackova,S. (2006). Method and Approaches in Foreign Teaching

Language.Diploma Thesis.
 Larsen-Freeman,D. (2000). Techniques and Principles in Language
Teaching. Oxford: Oxford University Press.
 Richards, J. & Rodgers T. (2007). Approaches and Methods in Language
Teaching. Cambridge:Cambridge University Press.
 Rivers, W.M. (1968). Teaching Foreign Language Skills. University of Chicago
Press.
 Vietor, W. (1882) Der Sprachunterricht muss unkehren. O.R. Reisland
Leipzig.

Md. Shahrear Talukder