Direct approach

I forgot who's report was this but I hope it can still help.

1. DIRECT APPROACH

2. During the 1850’s to 1900, Europe experienced a trend away from the grammar-translation method, based on the notion that it was not achieving the desired results. Reformers were responding to a need for better language teaching methods in a time of industrial expansion and international trade and travel. The resulting reforms went under a variety of names such as the natural method and the phonetic method, but ultimately all were categorized under the name the "Direct Method". In more recent times the Direct Method, which almost disappeared as a distinct method during the early 1930’s, has become a tool for aiding the beginning stages of teaching a language rather than for advanced language learners Background:

3. The direct-method approach to language teaching (also known as both the natural method and the conversational method) came about as a reaction to the grammar-translation approach. Whereas the grammar-translation approach was organized around a step-by-step method of learning the rules of a language, often through the use of the first language, the direct-method approach was based on the idea that learners can best learn what is “ natural” to them and that an aural/oral system of teaching them was appropriate for this purpose. This aural/oral method relied for its effectiveness on the use of monolingual teaching, that is, the L2 was the only language used in the class by the teacher and students.

4. The tenets of the direct-method approach are summarized by Richards and Rogers (2001) as follows: 1. Classroom instruction was conducted exclusively in the target language. 2. Only everyday vocabulary and sentences were taught. 3. Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. 4. Grammar was taught inductively. 5. New teaching points were introduced orally. 6. Concrete vocabulary was taught through demonstration, objects, and pictures ; abstract vocabulary was taught through association of ideas. 7. Both speech and listening comprehension were taught. 8. Correct pronunciation and grammar were emphasized.

5. Gottlieb Heness and Lambert Sauveur were two of the first teachers to adopt the direct-method approach in their teaching in the late nineteenth century in the United States (see Howatt 1984). Heness and Sauveur opened a language school to teach German and French using a system similar to that described earlier .

6. The direct-method approach was adopted and made popular by Maximilian Berlitz (1852–1921). Berlitz founded a chain of language schools, prepared teaching materials, and had the native-speaker instructors in the schools use a direct-method approach in teaching the students. The idea behind what was called the Berlitz method was that it was “simple, systematic, ordered, and replicable”

7. Characteristics: refrains from using the learners' native language uses only the target language .  teaching vocabulary through pantomiming, real-life objects and other visual materials teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) centrality of spoken language (including a native-like pronunciation) focus on question-answer patterns teacher-centering Classroom instructions are conducted exclusively in the target language.

8. Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase. 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. Grammar is taught inductively. New teaching points are introduced orally. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. Both speech and listening comprehensions are taught. Correct pronunciation and grammar are emphasized. Student should be speaking at least 80% of the time during the lesson. Students are taught from inception to ask questions as well as answer them.

9. Role of the teachers: The role of the teacher is to direct class activities, but students and teacher are partners in the learning process, and there is a large amount of Learner-Learner interaction. Role of the students: the student role is less passive than in The Grammar-Translation Method. The teacher and the students are more like partners in the teaching/learning process.

10. Strengths: It follows the natural order in which a child learns L1, that is, listening, speaking, reading, 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. Learners learn the language, not about the language. Learners have an active role. Lively classroom procedures motivate the learner. The learning is contextualised . The emphasis on speech make it attractive for those who need real communication in L2. The teaching of vocabulary through realia brings authenticity into the classroom.

11. Weaknesses: 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. Conclusion: 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.