The direct method review

METHODOLOGY 1- Review – October 24, 2006.THE DIRECT METHOD Taking the premise that second language learning should be more like first language learning – lots of oral interaction, sponta

METHODOLOGY 1- Review – October 24, 2006.

THE DIRECT METHOD

Taking the premise that second language learning should be more like first language learning – lots of oral interaction, spontaneous use of the language, no translation between first and second language, and a little or no analysis of grammatical rules, the Direct Method was set up with the principles as following:

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 careful traded 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 taught through modeling and practice

6 Concrete vocabulary was taught through demonstration, objects, and pictures, abstract

vocabulary was taught by association of ideas

7 Both speech and listening comprehension were taught

8 Correct pronunciation and grammar were emphasized

(Richards and Rodgers, 1986:9-10)

Key facts

Instructions in the target language

No translation

Use of objects, picture or realia

Association of meaning in the target language

Modeling and oral practice

Everyday situational basis

Students’ ability of communication in the target language

Purpose: Check understanding of the techniques of the Direct Method.

Instruction: Match each technique (1-11) with its objective (A-H).

1 The teacher asks students to take turn to read part of a passage, play, or dialog out loud Teacher uses gestures, pictures, relia, examples, etc to explain meaning of each part

2 The teacher gives several examples for a new word/ concept

3 Students complete a task by following the teacher’s oral instructions in the target language

4 The teacher repeats a student’s sentence using questioning voice or/and giving another alternative

5 The teacher asks individual student questions about themselves

6 The teacher asks the whole class questions related to the passage, play, or dialog, the class answers in full sentences

7 The teacher reads dictation, students write down what they hear

8 Stundents fill in the blanks with appropriate words from the lessons to complete some sentences

9 Two students ask each other questions, using the same grammatical structure in the target language

10 Students write a paragraph in their own words, using the reading passage in the lesson as a model

11 The teacher draws a picture in response to a student’s question about a new word

A to check listening comprehension

B to make meaning clear

C to facilitate student’s self correction

D to practice a structure

E to induce grammar rules

F to enhance further practice over a structure

G to practice writing