1. METHOD OF TEACHING
HAYATUN RIZA

2. The direct method of teaching, which is sometimes called
the natural method, and is often (but not exclusively) used
in teaching foreign languages, refrains from using the
learners' native language and uses only target language.

3. • Characteristic features of the direct method are:
• teaching concepts and vocabulary through
pantomiming, real-life and other visual materials
• teaching grammar by using an inductive approach (i.e.
having learners find out rules through the presentation of
adequate linguistic forms in the target language)
• centrality of spoken language (including a native-like
pronunciation)
• focus on question-answer patterns

4. • Classroom instructions are conducted exclusively in the target
language.
• Only everyday vocabulary and sentences are taught during the initial
phase; grammar, reading and writing are introduced in intermediate
phase.
• Oral communication skills are built up in a carefully graded
progression organized around question-and-answer exchanges
between teachers and students in small, intensive classes.
• Grammar is taught inductively.
• New teaching points are introduced orally.
• Concrete vocabulary is taught through demonstration, objects, and
pictures; abstract vocabulary is taught by association of ideas.
• Both speech and listening comprehensions are taught.
• Correct pronunciation and grammar are emphasized.
• Student should be speaking approximately 80% of the time during
the lesson.
• Students are taught from inception to ask questions as well as
answer them.

5. 1
• Knowing a language was being able to speak it! Primacy of spoken
word. New method laid great stress on correct pronunciation and
target language from outset. Advocated teaching of oral skills at
expense of every traditional aim of language teaching.
2
• Second language learning must be an imitation of first language
learning, as this is the natural way humans learn any language, and
so MT has no place in FL lesson. (Baby never relies on another
language to learn its first language).
3
• Printed word must be kept away from second language learner for as
long as possible (same as first language learner, who doesn't use
printed word until he has good grasp of speech).

6. 4
• The written word / writing should be
delayed until after the printed word has
been introduced.
5
• The learning of grammar/ translating
skills should be avoided because they
involve the application of the MT.
6
• All above items must be avoided
because they hinder the acquisition of
a good oral proficiency.

7. 1. Major fallacy of Direct Method was belief that
second language should be learned in way in which
first language was acquired - by total immersion
technique. But obviously far less time and
opportunity in schools, compared with small child
learning his mother tongue.

8. 2. Is first language learning process really applicable to second
foreign language learning at later stage
First language learning is essential part of child's total growth of
awareness of world around him. He starts off with blank sheet, then
starts collecting/selecting organising the experience of a totally new
world, perceived through his senses, by formulating a variety of pre-
verbal concepts.
Subsequently part of the process of learning how to live is the
acquisition of skills to verbalise his desires and aversions and to
label his concepts, so as to make living more sufficient and secure.
Effectiveness of these verbalising skills depends on maturation level
of the child / on type of environment on intelligence.
Language is part of an intrinsic process through which child learns to
recognise/ deal with new situations.

9. 3. Compare learning of second language
At 11 years of age, child is not interested in recognition of new
living situations, child has normally learned the basic concepts
and can handle situations for ordinary living purposes. So as
far as 'learning to live' is concerned, no similarities between
two processes of learning. (not the case for immigrant
children - they need to learn English for survival purposes -
therefore motivating force is totally different).
Older child has already at his disposal a first language, which
is securely fixed to the universe of things; (s)he is equipped
with this advantage; first language learner does not have this.
Older child is more mature and it would seem nonsensical to
imitate first language learning processes totally for learning
additional language. (think of contact hours needed) this is
argument for using MT (anti Direct Method).
What does foreign language learner wish to know first?
to know the FL equivalent of MT sentences/ words used in
hitherto familiar situations.
To learn how to handle certain known/ recurring situations
through the medium of the FL. He doesn't wish to handle
completely new situations in FL terms.

10. 4. The Direct Method rejects use of the printed word -
but this objection is illogical since second language
learner has already mastered his reading skills.
5. Later disciples of Direct Method took it to extremes and
refused to speak a single word of English in lessons.
6. Successful teacher of the Direct Method needed
competence in his language / stamina/ energy/
imagination/ ability and time to create own materials
and courses
7. Also Direct Methodists failed to grade and structure their materials
adequately - no selection, grading or controlled presentation of
vocabulary and structures. Plunged pupils into flood of living language -
quite bewildering for pupils.