The Direct Method
Jan 02, 2016
Contents 1. Definition 2. Background 3. Main features 4. Objectives 5.Procedures 6. Techniques 7. Theoretical basis 8. Comments
Questions
1.What is the Direct Method? 2. What’s your understanding of the word
“Direct”? 3. How did it come into being? 4. What are its main features, objectives,
classroom teaching procedures and techniques, and its theoretical basis?
5. What are your comments on this method?
Definition
The Direct Method is a method of foreign or
second language teaching which insists that only
the target language should be used in class and
meaning should be communicated “directly” by
associating speech forms with actions, objects,
mime, gestures and situations.
It emphasizes the importance of spoken languag
e. Therefore holds that reading and writing shoul
d be taught only after speaking .The Direct Meth
od believes in the natural process of language le
arning and in the inductive teaching of grammar.
Background
The Direct Method got its name from the
assumption that meanings are to be connected
directly with the target language, without going
through the process of translating into the
students’ native language.
It was developed in the late 19th century as a rea
ction against the Grammar-Translation Method a
nd out of the need for better language learning in
a new world of industry and international trade a
nd travel.
In the mid and late 19th century,
international exchanges increased very fast
because of political and economical reasons.
But the different languages used in different
countries created a barrier in such
exchanges.
Increased opportunities for communication in
spoken language among Europeans created a
demand for oral proficiency in foreign
languages. Therefore, language teaching
innovations in the 19th century were inevitable.
The Direct Method emerges as a result of the
innovations.
The new world in the late 19th century made the
Direct Method not only a necessary but also a
possibility. The rapid development of linguistics,
psychology and education greatly stimulated the
establishment of the Direct Method.
Main features
a. Students learn to think in the target language.
b. Meaning is presented by relating directly to
the physical world.
c. Target language is the language of instruction
and communication in the classroom.
d. Grammar is learned inductively through
listening and speaking activities.
e. Correct pronunciation is emphasized.
f. The syllabus (教学大纲) is arranged semant
ically ( 语义地 ) according to situations or topics.
g. Spoken language is preferred to written languag
e.
h. The basic unit of language is the sentence.
Objectives
a. to foster the students’ ability to communicate
in the target language;
b. to enable the students to think in the target
language ;
c. to train the four skills;
d. to achieve correct pronunciation.
Procedures
Classroom procedures in the Direct Method can
be roughly divided into three phases:
Presentation by direct association;
oral practice in the target language
and consolidation with written work
Techniques In order to realize the goal of teaching , a Direct
Method teacher is usually found using the
following techniques:
a. Direct association. New language items are
presented by associating meaning with the target
language directly.
b. Question and answer exercises. In order to
have the newly-introduced language items fully
understood by students, the teacher answers
students’ questions and asks students to answer
her questions in full sentences.
c. Conversation practice. Students are
encouraged to ask other questions using the
same grammatical structures they have
practiced.
d. Error correction. Students are not allowed to make mistakes. Their mistakes are immediately corrected by the teacher or by students themselves.
e. Dictation. Dictation is used as a means to reinforce and test what the students have learned. f. Inductive teaching of grammar. Grammar is learned inductively through listening and speaking activities.
g. Listening comprehension tasks. Designing listening comprehension tasks is one of the ways to establish a favorable classroom climate in the Direct Method.
h. Graded composition. Writing can be introduced as a means of consolidation and evaluation in the Direct Method. Written work should be graded in the following sequence: first, reproduction of familiar reading texts; second, reproduction of narratives orally presented by the teacher; third, free composition.
Theory of language
The theory of language underlying the Direct Metho
d was mainly derived from the following views by t
he innovators and reformers of the 19th century:
a. Every language has its own structure. Every lang
uage has its own structure and cannot be forced into
the straitjacket (约束) of Latin grammar.
b. Spoken language comes before written lang
uage. Since the Spoken language comes into b
eing before written language, speech patterns r
ather than grammar should be fundamental ele
ments of language.
c. Spoken language is a learnable system of soun
ds. Spoken language is a learnable system of sou
nds ,and sounds are best described by phonetic tr
anscription (音标) . Training in phonetics wil
l enable teachers and learners to pronounce the l
anguage accurately.
d. Language and thought are closely linked. Acc
ording to Gouin, verbal expression is intimately
linked with thought about real events. Thoughts
and corresponding utterances do not occur rando
mly or singly (单独地) ; they came in seque
nces and ends-means (目的手段) series.
Theory of learning a Foreign language learning is analogous (相似
的) to first language acquisition . The learning
of a foreign language is analogous to first langua
ge acquisition, so a direct association between fo
rms and meanings in the target language should
be established.
b. Language and the physical world are directly
associated. Direct association of language with o
bjects and persons of the immediate environmen
t is emphasized in the Direct Method.
c. Learners acquire rules of grammar
inductively. Rather than teaching grammar
deductively, teachers encourage learners to
induce rules of grammar through active use of
the target language in the classroom.
d. Language meaning is taught by using learner
s’ sensory (感觉的) experience . The best m
ethod of teaching language meaning is the one u
sing learners’ sensory experience, generally visu
al perception (视觉) .
Advantages1. Students’ participation.
2. Interests for teachers & students.
3. Good pronunciation & intonation.
4. Communicative use of language.
5. Success in non-classroom settings.
6. Exciting and interesting.
7. Speaking FL in the early stages
Disadvantages
1. Lack systematic learning of structures and vocabulary.
2. Too soon express only in FL.
3. Glib( 口齿伶俐 ) but inaccurate fluency with foreign words in NL structure.
4. Good for the smart, not for the slow.
5. high demand on the teacher.
Modern Tendencies
1. Add a strictly functional explanation of grammar in
the NL.
2. Add more practice of grammatical structures.
3. When difficult to explain meanings of words and
phrases, give a short NL explanation.
4. The method of translation of words and phrases as a
check.