Introduction of Direct Method

Direct method is a technique of foreign-language teaching in which only the target language is used, little
instruction is given concerning formal rules of grammar and language use is often elicited in situational
contexts. In this method the teaching is done entirely in the target language. The learner is not allowed to
use his or her mother tongue. Grammar rules are avoided and there is emphasis on good pronunciation.

The History of Direct Method

In the western world back in the 17th, 18th and 19th centuries, foreign language learning was associated
with the learning of Latin and Greek. At the time, it was of vital importance to focus on grammatical
rules, syntactic structures, along with translation of literary text. Late in the nineteenth century, the
classical Method came to be known as Grammar Translation Method, Among those who tried to apply
natural principles to language classes in the nineteenth century was L. Sauveur (1826-1907), who used
intensive oral interaction in the target language, employing questions as a way of presenting and eliciting
language. He opened a language school in Boston in the late 1860s, and his method soon became referred
to as the Natural Method. Sauveur and other believers in the Natural Method argued that a foreign
language could be taught without translation or the use of the learner's native tongue if meaning was
conveyed directly through demonstration and action. The German scholar F. Franke wrote on the
psychological principles of direct association between forms and meanings in the target language (1884)
and provided a theoretical justification for a monolingual approach to teaching. According to Franke, a
language could best be taught by using it actively in the classroom.

Methodology
The direct method of learning English is fairly simple. In consists, primarily, of just five parts.

Show The student is shown something so that they understand the word. For example, they
might be shown some visual aids such as flash cards for nouns. The teacher might use gestures to
explain verbs, and so on.
Say The teacher verbally presents the word or sentence, taking care to pronounce the word
correctly.
Try The student then tries to repeat what the teacher is saying.
Mould The teacher corrects the students and ensures that they are pronouncing words correctly.
Repeat Finally, the students repeat the word a number of times. Here the teacher uses a number
of methods for repetition, including group repetition, single student repetition and other activities
designed to get the students to repeat the word.

Principles of the Direct Method

1. Classroom instruction is conducted in the target language.
2. There is an inductive approach to grammar.
3. Only everyday vocabulary is taught.
4. Concrete vocabulary is taught through pictures and objects, while abstract is taught by association
of ideas.
 5. The learner is actively involved in using the language in realistic everyday situations.
6. Students are encouraged to think in the target language.
7. Speaking is taught first before reading or writing.
8. Translation is completely banished from any classroom activity. Classroom activities are carried
out only in the target language.
9. Use of chain activities accompanied by verbal comments is used, like: I go to the door. I open the
door. I close the door. I return to my place. I sit down.
10. Emphasis is put on correct pronunciation and grammar.

Teaching Techniques of Direct Method

1. Reading aloud: Take turn reading sections of a passage, play or whatever teaching materials. At
the end of reading, teacher uses gestures, pictures, realia, examples or other means to make the
meaning of the section clear.
2. Question answer exercise:Students ask and answer questions in full sentences and practice new
words and grammatical rules.
3. Self-correction: The teacher may have the students to self-correct by asking them to make a
choice between what they said and an alternative answer that the teacher supplied. The teacher
might simply repeat what the student has just said with a questioning voice signal something is
wrong. Teacher repeats what student has said stopping just before the error so the student knows
that the next word is wrong.
4. Conversation practice:Teacher asks student a number of questions in the target language. The
questions contain a particular grammar structure. Later, student would be able to ask each other
their own questions using the same grammatical structure.
5. Fill-in-the-blank exercise: Items are in the target language. No explicit grammar rule would be
applied. Students have to induce the rules in need to fill in the blanks from examples and practice
from earlier part of the lesson.
6. Dictation:Teacher reads the passage 3 times. First Teacher reads at normal speed and Students
just listen. Then teacher reads the passage phrase by phrase, pausing long enough for the students
to write down what they have heard. Then teacher again reads at the normal speed and student
check their work.
7. Paragraphwriting: Teacher asks the students to write a paragraph in their own words based on
the reading materials. Students do this from memory or they could use the reading passage in the
lesson as a model.
8. Map drawing: Aim of map drawing is listening and comprehension practice.Students are given a
map with the geographical features unnamed. Teachers gives directions and student instruct the
Teacher to do the same thing with a map the Teacher had drawn on the whiteboard.Each Student
takes turngive the Teacher instructionsfinding and labelling the geographical features.
A. 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.
B. Weaknesses
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.