The Direct Method appeared as a reaction against the grammar – translation method. The
rapid development of various, different branches of industry and great development of
international trade required plenty of officials who had a practical mastery of the language
and be able to communicate with foreigners.
The method is called direct because in teaching a foreign language an attempt is made to
establish a direct connection between a foreign word and the thing or notion it denotes
without the aid of the native language.
In practice it stood for the following principles and procedures:
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded progression organized
around question-and-answer exchanges between teachers and students in small, intensive
classes.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects, and pictures; abstract
vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasized.
At the end of the 19th and in the beginning of the 20th century there appeared several
varieties of the direct method which differed only in some details. The most orthodox
advocates of the direct method were F. Gouin, M. Berlitz, M. Walter, B. Eggert.
The direct method found ready supporters. It stimulated enormously the pupil’s curiosity to
learn and make progress. But there were too many difficulties in the use of the method, the
main of them are the following.
No scientific principles were applied to selection of study material and vocabulary in
particular.
School conditions did not favour the development of pupils’ speech habits (too few periods a
week, overcrowded classes, lack of visual materials, etc.)
In the hands of inexperienced teacher the direct method did not work and the teachers had to
return to the old grammar - translation method.
However during the period between the two wars it became possible to revise the main
principles of the direct method:
by careful experimentation;
by taking note of the new developments in the field of linguistics (Ferdinand de Saussure)
and psychology (Thorndike);
by insisting that clear statements be made as to the aims and objectives of teaching. This was
done by H. Palmer and M. West, prominent English methodologists
Advantages claimed by the Direct Method
1. English is taught in the medium of English and not in the medium of the mother-tongue.
2. The child gets many opportunities to listen to spoken English. This is very important for
language mastery.
3. The Direct Method follows the natural way of learning a language. The child listens and
speaks. He acquires fluency in English speech.
4. The Direct Method lays stress on oral work. The child gets to improve his speech habits,
including pronunciation.
5. The Direct Method helps the child to think in English without the aid of the mothertongue. This strengthens his ability of self-expression.
6. There is an ample scope for the use of audio-visual aids. These aids make the teaching
work easy, interesting and more concrete.
7. The method is the quickest way of getting started in English.
8. The Direct Method prepares an easy ground for written English.
9. There is good scope for activity. The teaching work becomes interesting.
10. It is the method of a living language, not of a dead one.
Limitations of the Direct Method
1. The method is no doubt, very useful for the early stage. It does not work well in higher
classes. Certain aspects of language-study are neglected. It is an incomplete method.
2. Speech is given importance at the cost of reading and writing.
3. Every teacher cannot be expected to teach with the Direct Method. It requires teachers
who are skilled in handling language material.
4. It is an expensive method. Aids have an important place in this method. But many schools
cannot afford to buy such aids as projector, linguaphone, etc.
5. The method is more suitable for small-sized classes.