T H E D I R E C T M E T H O D DM

Background DM An outcome of a reaction against the Grammar- Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English.

 Its principles have been applied by language teachers for many years.  As a method when the goal of instruction became learning how to use a foreign language to communicate

 The learner learns the target language through discussion, conversation and reading in the second language.  It does not use translation  The first verses are taught while pointing to objects or pictures or by performing actions.

TRANSLATION

 Reading is taught from the beginning of language instruction.  Reading can be developed through practice with speaking. (Language is primarily speech)  Objects and realia should be used to help students understand the meaning.  Native language should NOT be used in the classroom. 

 Teachers who use this method intend that students learn how to communicate in the target language. Students should learn to think in the target language.  The teacher and the students are more like partners in the teaching and learning process.

 Students need to associate meaning and the target language directly.  Vocabulary is acquired more naturally if it is used in sentences.  The initiation of the interaction goes both ways, from teacher to students and from students to teacher, although the latter is often teacher-directed.  Language is primarily spoken, not written.

 Vocabulary is emphasized over grammar.  The students native language should not be used in the classroom.  Student are asked to use the language not to demonstrate their knowledge about the language.  The teacher, employing various techniques, tries to get students to self- correct whenever possible.  Culture is not only art or literature but also other aspects of culture as customs, traditions, food, habits, history, geography,etc.

 The purpose of language teaching is communication through asking and answering questions.  Pronunciation should be worked.  Self-correction facilitates language learning.  Speaking is encouraged through making conversations.  Grammar should be taught inductively.  example rule  Syllabus is based on situations or topics not on linguistic structures.

Reading aloud – students take turns reading sections of a passage etc out loud. Question and answer exercise – Students are asked questions and answer in full sentences so that they practice with new words and grammatical structure.

Getting students to self correct – has the students to self correct by asking them to make a choice between what they said and an alternate answer he supplied. Conversation practice – teacher give questions that need students to understand to answer correctly.

Fill in the blank exercise – no explicit grammar rule would be applied Dictation – three steps. 1) teacher reads it at a normal speed, students just listen. 2) teacher reads phrase by phrase, pausing long enough to allow students to write down what they have heard. 3) teacher reads at normal speed, students check their work.

Paragraph writing – Students write a paragraph in their own words and from memory.