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.
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