DIRECT METHOD and

AUDIO-LINGUAL
METHOD BATUHAN ÇINAR
 DIRECT METHOD

This method is not new. It has several meanings such as

Natural Method, The Method and The Berlitz Method.
This method’s principles were used by teachers for years.
The aim of the method is how to use target language for
communication. Grammar-Translation method was not
useful for students. Because of this reason Direct Method
was developed.
In this method teachers give instructions to students to make
them think in target language. Students must learn how to
communicate in target language. In Grammar-Translation
Method teacher is the only authority in the class but in this,
students’ role is less passive than the other one. The teacher and
students are more like partners.
REVIEWING THE PRINCIPLES OF DIRECT METHOD

As I mentioned before, teachers who use this method intend

that student must learn how to communicate in the target
language. But if you want to make it real, you have to make
the students think in the target language. During the
lecturing, teacher directs the class activities. But students
role is more important and more active than The Grammar
Translation method. Teachers and students are like partners.
CHARACTERISTICS OF THE TEACHING/LEARNING
PROCESS
In this method, students must understand the meaning of the
vocabulary and the language. In order to do this teachers use
pictures, visual things etc. They never use their meanings
directly. Students must get the meaning with using of them.
Students must be in communicate in target language as if
they are native speakers. Grammar is taught indirectly. That
is, the students are presented with examples and they
understand the rule of the language from examples.
 Student-teacher and teacher-student interactions have
similar ways.
 Speaking the language is important but writing is not.
Students study together, daily speech in the target language.
They also study the history and the culture of the language
what they are speaking.
 Students search and learn daily lives of the native
speakers.
 Vocabulary is more important than grammar. Oral
communication is seen as basic of the learning process.
Pronounciation also important from the beginning of
acquisition process.
 Students’ mother tongue souldn’t be used in the classroom.
 EVALUATION IN DIRECT METHOD

 The students are asked to use the language, not the

knowledge about the language.
 They are asked to do it and they have to be able to use
both oral and written skills.
 A student must answer the questions in the target
language.
 THE AUDIO-LINGUAL METHOD

This method is oral based as well as Direct Method. It is not

purposes the acquisition the vocabulary in the situations but
this method intend the student use of grammatical sentence
patterns. It also known as Michigan Method.
Teacher want their students to be able to use the target
language communicatively as well as Direct Method. To do
this, students need to overlearn the target language. That is,
the students achieve this ability by getting new habits in
target language and overcoming the old habits of their native
language.

Teacher is not like Direct Method’s and Grammar-Translation

Method’s. S/he directs and controls the language behaviour of
their students. Students are the imitators of their teacher. They
follow their teacher’s directions and they respond as
accurately.
 New vocabulary and structural patterns are presented with
dialogues.
 Imitation and repetition are important. The dialogues are
learned by this way.
 Grammar is induced from the examples given; explicit
grammar rules are not provided.
 Cultural informations is contextualized or presented by the
teacher.
 Students’ reading and written work is based upon the oral
work they did earlier.
 There is student-student interaction in chain drills or when
students take different roles in dialogues.
 This interaction is teacher-directed.
 Most of the interaction is between teachers and students and
it began with teacher.
 Every language is seen as having their unique system.
 The system comprises several different levels: phonological,
morphological, and syntactic.
 Each level has its own distinctive patterns.
 Everyday speech is emphasized in Audio-Lingual Method.
 Culture exists of the everydays behavior and daily lives of
the native speakers of the target language.
 Vocabulary is kept to minimum while students are mastering
the sound system and grammar.
 The natural order of skills are listening, speaking, reading,
and writing.
 The oral/aurol skills receive most of the attention.
 Students represent what they wrote orally first.
 Pronounciation is taught from the beginning of the
acquisition.
 The habits of the students’s native language are tought that
these habits have direct impact on the target language skills.
 The target language is used in the classroom, not the native
langauge of the students.
 COMPARING&CONTRASTING
 Both methods are emphasized oral communication.
 Communication in target language and also both purposes
that students think and move in the target language.
 Teacher directs the class activities in Direct Method but in
Audio-Lingual Method teacher is not like an orchestra
leader. That is, s/he directing and controlling the language
behaviors of the students.
 Teacher and students are more like partners in Direct
Method but in the Audio-Lingual, students are the imitators
of the teacher’s model and the students follow teacher’s
directions.
 In direct method, students need to associate meaning with the
target language directly. In order to do this, teacher shows the
meaning of the vocabulary by using pictures, images etc. In
Audio-Lingual Method, new vocabulary and structural patterns
are presented through dialogues and dialogues are learned
through imitation and repetition.
 Grammar is taught inductively in Direct Method, but
grammar is induced from the examples given and explicit
grammar rules are not provided in Audio-Lingual.
 Student-Teacher interaction goes from teacher to students
and from student to teacher in Direct Method. In Audio-
Lingual when students take different roles in dialogues which
means there is student-to-student interaction in chain drills.
DIRECT METHOD AUDIO-LINGUAL METHOD
 Every language as seen as having its
 Language is primarily spoken, not
own unique system.
written. Students must study all
 The system comprises several
together, everyday speech in the
different levels: phonological,
target language.
morphological, and syntactic.
 Students should consider the
 Everyday speech is emphasized in
culture of the native speaker of the
the Audio-Lingual Method.
target language.
 Culture consists of the everyday
 Students are asked to use the
behavior and lifestyle of the target
language, not to demonstrate their
language speakers.
knowledge about the language.
 Vocabulary is kept to a minimum
 They are asked using both oral and
while the students are mastering the
written skills.
sound system and grammatical
 Vocabulary is more important than
patterns.
grammar.
 The oral/aural skills receive most of
 Communication is seen as basic.
the attention.