The Direct Method is not new. Its principles have been applied by language teachers for-many years. Most recently, it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate. Since the Grammar – Translation Method was not very effective in preparing students to use the target language communicatively, the Direct Method became popular.

       The Direct Method has one very basic rule. No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be connected directly with the target language, without going through the process of the beginning of language instruction; however, the reading skill will be developed through practice with speaking. Language is primarily speech. Culture consists of more than the fine arts (e.g., in this lesson we observed the students studying geography and cultural values). Objects (e.g., realia or pictures) present in the immediate classroom environment should be used to help students understand the meaning. The native language should not be used in the classroom. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning. Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use in full sentences, rather memorizing word lists. The purpose of language learning is communication (therefore students need to learn how to ask questions as well as answer them). Pronunciation should be worked on right from the beginning of language instruction. Self-correction facilitates language learning. Lessons should contain some conversational activity-some opportunity for students to use language in real contexts. Students should be encouraged to speak as much as possible. Grammar should be taught inductively. There may never be an explicit grammar rule given. Writing is an important skill, to be developed from the beginning of language instruction. The syllabus is based on situations or topics, not usually on linguistic structures. Learning another language also involves learning how speakers of the language live.