Techniques and

Principles
in Language Teaching
3. The Direct Method
 Contents
1. Introduction 10. Content-based Instruction
2. The Grammar-Translation 11. Task-based Language
Method Learning

3. The Direct Method 12. The Political Dimensions

of Language Teaching and
4. The Audio-Lingual Method the Participatory Approach
5. The Silent Way 13. Learning Strategy Train-
6. Desuggestopedia ing, Cooperative Learning,
and Multiple Intelligences
7. Community Language
Learning 14. Emerging Uses of Tech-
nology in Language Teach-
8. Total Physical Response ing and Learning
9. Communicative Language 15. Conclusion
Teaching
• Introduction
• Experience
• Thinking about the Experience
• Reviewing the Principles
• Reviewing the Techniques
• Conclusion
 Introduction

• The Direct Method has one very basic

rule: No translation is allowed.
Meaning is to be conveyed directly in
the target language through the use of
demonstration and visual aids. - p.25, line
7
 Experience

• Materials
• Procedure:
 Thinking about the
Experience
Observations Principles
Reading in the target
language should be
taught from the begin-
ning of language in-
struction; however, the
reading skill will be de-
1. The students read
veloped through prac-
aloud a passage about
tice with speaking. Lan-
the geography of the
guage is primarily
United States of Amer-
speech. Culture consists
ica.
of more than the fine
arts (e.g. in this lesson
we observed the stu-
dents studying geogra-
 Observations Principles
Objects (e.g. realia or
pictures) present in the
2. The teacher points to immediate classroom
a part of the map after environment should be
each sentence is read. used to help students
understand the mean-
ing.
 Observations Principles

3. The teacher uses the

target language to ask
The native language
the students if they have
should not be used in
a question. The students
the classroom.
use the target language
to ask their questions.
 Observations Principles
The teacher should
demonstrate, not ex-
4. The teacher answers
plain or translate. It is
the students’ questions
desirable that students
by drawing on the
make a direct associa-
whiteboard or giving
tion between the target
examples.
language form and
meaning.
 Observations Principles
Students should learn to
5. The teacher asks
think in the target lan-
questions about the map
guage as soon as possi-
in the target language,
ble. Vocabulary is ac-
to which the students
quired more naturally if
reply in a complete sen-
students use it in full
tence in the target lan-
sentences, rather than
guage.
memorizing word lists.
 Observations Principles

The purpose of language

learning is communica-
6. Students ask ques- tion (therefore students
tions about the map. need to learn how to ask
questions as well as an-
swer them).
 Observations Principles

7. The teacher works Pronunciation should be

with the students on the worked on right from
pronunciation of ‘Ap- the beginning of lan-
palachian.’ guage instruction.
 Observations Principles

8. The teacher corrects

a grammar error by ask- Self-correction facili-
ing the students to make tates language learning.
a choice.
 Observations Principles
Lessons should contain
some conversational ac-
9. The teacher asks tivity – some opportunity
questions about the stu- for students to use lan-
dents; students ask each guage in real contexts.
other questions. Students should be en-
couraged to speak as
much as possible.
 Observations Principles

Grammar should be
10. The students fill in taught inductively.
blanks with prepositions There may never be an
practice in the lesson. explicit grammar rule
given.
 Observations Principles

11. The teacher dictates Writing is an important

a paragraph about skill, to be developed
United States geogra- from the beginning of
phy. language instruction.
 Observations Principles

The syllabus is based on

12. All of the lessons of
situations or topics, not
the week involve United
usually on linguistic
States geography.
structures.
 Observations Principles

Learning another lan-

13. A proverb is used to
guage also involves
discuss how Americans
learning how speakers
view punctually.
of that language live.
 Reviewing the Principles
1. What are the goals of teachers who use the
Direct Method?
• Teachers who use the Direct Method
intend that students learn how to
communicate in the target language. In
order to do this successfully, students
should learn to think in the target
language.
 2. What is the role of teacher?
What is the role of the students?

• Although the teacher directs the class

activities, 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.
 3. What are some characteristics of the
teaching/learning process?

• Teachers believe students need to

associate meaning with the target
language directly.
• Students speak in the target language a
great deal and communicate as if they
were in real situations. The syllabus is
based upon situations or topics.
4. What is the nature of student-teacher
interaction?
What is the nature of student-student
interaction?
• The initiation of the interaction goes
both ways, from teacher to students and
from student to teacher, although the
latter is often teacher-directed.
• Students converse with one another as
well.
 5. How are the feelings of the students
dealt with?

• There are no principles of the methods

which relate to this area.
 6. How is language viewed? How is
culture viewed?

• Language is primarily spoken, not

written.
• Students study culture consisting of the
history of the people who speak the
target language, the geography of the
country or countries where the
language is spoken.
7. What areas of language are emphasized?
What language skills are emphasized?

• Vocabulary is emphasized over

grammar.
• Work on all four skills (reading, writing,
speaking, and listening) occurs from the
start, oral communication is seen as
basic.
 8. What is the role of the students’
native language?

• Students’ native language should not be

used in the classroom.
 9. How is evaluation accomplished?

• The students might be interviewed

orally by the teacher or might be asked
to write a paragraph about something
they have studied.
 10. How does the teacher respond to
student errors?

• The teacher, employing various

techniques, tries to get students to self-
correct whenever possible.
 Reviewing the
Techniques
• Reading Aloud
• Question and Answer Exercise
• Getting Students to Self-correct
• Conversation Practice
• Fill-in-the-blanks Exercise
• Dictation
• Map Drawing
• Paragraph Writing
 Conclusion
• Do you agree that the goal of target language
instruction should be to teach students how to
communicate in the target language?
• Does it make sense to you that the students’ native
language should not be used to give meaning to the
target language?
• Should students be encouraged to self-correct?
• Are there any other principles of the Direct Method
which you believe in?
• Is dictation a worthwhile activity?
• Is paragraph writing a useful thing to ask students to
do?
• Are there any other techniques of the Direct Method
 Activities

• A. Check your understanding of the

Direct Method.
1. In the previous chapter on the Grammar-
Translation Method, we learned that gram-
mar was treated deductively. In the Direct
Method, grammar is treated inductively. Can
you explain the difference between deductive
and inductive treatments of grammar?
2. What are some of the characteristics of the
Direct Method that make it so distinct from
the Grammar-Translation Method?
3. It has been said that it may be advantageous
to a teacher using the Direct Method not to