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Direct Method: Majid Farhian

The direct method was developed as a reaction to the grammar-translation method. It aims to teach language through use of the target language only, focusing on speaking, listening, and natural acquisition like a first language. Key aspects include using real-world situations and objects to teach vocabulary inductively, emphasizing speech over reading/writing, and having students and teachers work as partners in the learning process. While it focuses on natural acquisition and communication, critics argue it may not fully address the needs of adult L2 learners and requires extensive teacher training.

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24 views14 pages

Direct Method: Majid Farhian

The direct method was developed as a reaction to the grammar-translation method. It aims to teach language through use of the target language only, focusing on speaking, listening, and natural acquisition like a first language. Key aspects include using real-world situations and objects to teach vocabulary inductively, emphasizing speech over reading/writing, and having students and teachers work as partners in the learning process. While it focuses on natural acquisition and communication, critics argue it may not fully address the needs of adult L2 learners and requires extensive teacher training.

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أسماء 'ۦ،
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Direct Method

Dr. Majid Farhian

Prepared by: Husham Ghazi Oun


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.
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 The
Berlitz Natural
Method Method

The Anti-
The
Gramma
tical
Reform
Method Method
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.
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.
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.
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.
Reading loud
Question and answer
exercise
student self-correct
Conversation practice
Fill-in-the-blank exercise
Dictation
Map drawing
Paragraph writing
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.
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.
 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.
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
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.

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