T H E D I R EC T M E T H O D
DM
Background
 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.
INTRODUCTION
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Its principles have been applied by
language teachers for many years.
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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.
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RULE
TRANSLATION
PRINCIPLES
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.
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PRINCIPLES
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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.
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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 selfcorrect whenever possible.
 Culture is not only art or literature but
also other aspects of culture as
customs, traditions , food, habits,
history, geography,etc.
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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.
TECHNIQUES
 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.