Direct method

 

Direct method (1840-1930)

(Sentence as unit)

Reform method -Phonetical method -Natural method- Anti- Grammatical method

It is a developed in reaction to grammar translation method

It aims at teaching English directly without using mother tongue. (No translation)

It establishes a direct link between experience and expression between English words, phrases and its meaning, (object and concept) so it is called direct method

It teaches the language, not about the language. (=grammar)

Felix Frankie defined the direct method as “the moment a concept and a foreign word are intimately brought into contact without the intervention of the native word”

It established in France and Germany in 1900s (in India- 20th century)

In 1920s, this method was supported by Harold E. Palmer, Otto Jespersen and Henry Sweet.

Henry Sweet and Otto Jespersen are called as fathers of direct method

Charles Berlitz (German) popularly advocated this.

Features of direct method

Ø Translation is banished including mother tongue (No translation, No mother tongue)

Ø Grammar is taught inductively

Ø Stress on listening and speaking (with the correct pronunciation) rather than reading and writing.

Ø Meanings of words and phrases are taught by means of real objects, natural contexts, gestures, audio visual aids, synonyms, definitions, explanations, and enact in classrooms.

Ø Pronunciation is taught systematically in phonetic basis

Ø Error corrections are made indirectly, not immediately

Ø It imitates the first language learning

Ø This is a natural way of language learning

Principles of direct method

1.    Oral approach: Speech comes first in this method, learner constantly listens and speaks English, it emphasizes the direct association between experience and expression.

2.    Inhibition of mother tongue:  the use of first language is avoided.

3.    Sentence as the unit of expression: mere lists of words do not convey any sense, so the unit of expression in this method is a sentence.

4.    Exposure to language: through situations, using everyday vocabulary and grammar.

5.    Inductive teaching of grammar: Its aim is to enable the pupil to correct errors. Here the grammar is taught inductively. The rules are generalized from the practice and experience. Lecturing, reading original/ unabridged texts are popular techniques.

6.    Fluency is primary accuracy is secondary in this method

Merits

Ø Pupil centered, syllabus is based on situations/topics

Ø Stresses on listening, speaking as well as reading and writing

Ø Avoids mother tongue, and ensures fluency of speech and writing

Ø Different kinds of aids like pictures, real objects are used teaching of English

Ø It bridges the gap between active and passive knowledge

Ø It is a psychologically sound method as it proceeds from particular to general; concrete to abstract; practice proceeds theory

Ø It is close to the natural method of acquiring mother tongue.

Ø Its assumption is equality in teaching & learning of first and second language.

Ø Learning by self-correction.

Ø Use of disconnected sentences is replaced by the use of connected texts.

Demerits

Ø Can’t compensate the English environment, since classroom is the only place.

Ø Trained and effective teachers are very few.

Ø It is a time-consuming method.

Ø Can’t able to explain all the words in L2 only. Ex: Abstract words like: kindness, lazy, religion

Ø Depends on assumption that learning and teaching of L2 is the same as L1, but they are different.

Ø Difficult for common teacher, not suitable for crowded classes or without accommodation.

Ø Grading, selection, presentation of materials (vocabulary, structures) is difficult.

Ø Like GT method it is also not a complete method.

Ø Less importance to reading and writing than listening and speaking.

Ø Dr.Bretton says only clever student can profit this method.

Ø It is expensive method.