PROFESSIONAL TRAINING FOR
ENGLISH LANGUAGE
TEACHERS
MODULE 1
1.1 INTRODUCTION TO ENGLISH
LANGUAGE TEACHING
1.1.2 The Direct Method
AIM
At the end of the session the participants will have inputs about the history of English Language Teaching by
analyzing the Direct Method and its main components in order to do some reflections on their own teaching
context.
INTRODUCTION
The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to
immerse the learner in the same way as when a first language is learnt. All teaching is done in the target
language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday'
language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt
in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very
different.
Example: The teacher explains new vocabulary using realia,
visual aids or demonstrations.
In the classroom: Aspects of the Direct Method are still evident
in many ELT classrooms, such as the emphasis on listening and
speaking, the use of the target language for all class instructions,
and the use of visuals and realia to illustrate meaning.
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EXPLANATION
Overview
The direct method of teaching English is one the most widely known methods. It enjoyed immense popularity
because it overcame the two major defects of the Grammar-Translation method. It substituted “Language
contact” for “Grammar recitation” and “Language use” for translation. The salient feature of the direct method
of English teaching as follows:
A. Emphasis on oral language
B. Intensive speech practice, usually with training in phonetics (also known as Drilling).
C. The exclusive use of new language.
D. The approach initially did not allow any choice of
the mother tongue either for exercise on translation nor
for clarification of vocabulary and grammar.
E. It was hopefully expected that by banishing the
language from the classroom the students would be
compelled to do their thinking in the new medium (L2). Esta foto está bajo licencia CC BY-SA-NC
F. The learner experiences the new language in the same way in which he has experienced his mother tongue.
Principles
✓ Reading in the target language should be taught from the beginning of the language instruction;
however, the reading skill will be developed through practice with speaking. Language is primarily
speech. Culture consists of more than the fine arts (e.g. in this lesson we observed the students studying
geography and cultural values).
✓ Objects (e.g., realia or pictures) present in the immediate classroom environment should be used to help
students understand the meaning.
✓ The native language (L1) should not be used in the classroom.
✓ The teacher should demonstrate, not explain or translate. It is desirable that students make a direct
association between the target language and meaning.
✓ Students should learn to think in the target language as soon as possible. Vocabulary is acquired more
naturally if students use it in full sentences, rather than memorizing.
✓ The purpose of language learning is communication (therefore, students need to learn how to ask
questions as well as answer them).
✓ Pronunciation should be worked on right from the
beginning of language instruction.
✓ Self-correction facilitates language learning.
✓ Each lesson should contain some conversational
activity—some opportunity for students to use language in
real contexts. Students should be encouraged to speak as
much as possible.
Esta foto está bajo licencia CC BY-SA-NC ✓ Grammar should be taught inductively. There may
never be an explicit grammar rule given.
✓ Writing is an important skill, to be developed from the beginning of language instruction.
✓ The syllabus is based on situations or topics, not usually on linguistic structures.
✓ Learning another language also involves learning how speakers of that language live.
Characteristic of the method
Advantages
✓ Direct method helps learner to acquire correct pronunciation.
✓ It provides better understanding
✓ Time saving
✓ Helped in teaching idioms
✓ It provides better fluency of language
✓ Based on psychological principle
✓ No gap between active and passive vocabularies
Disadvantages
✓ Direct method is difficult as there is no use of mother language.
✓ It is not economical as it requires various teaching aids.
✓ May not be suitable for average or weaker students.
✓ It requires competent teachers (Higher levels of L2
fluency).
✓ It gives overemphasis on listening and speaking
skills.
✓ It isn’t effective in early stages of learning
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CONCLUSION
In this method the teaching is done entirely in the target language. The learner is not allowed to use his or her
mother tongue. Grammar rules are avoided and there is emphasis on good pronunciation.
The Direct Method represented the product of enlightened amateurism. It was perceived to have several
drawbacks. First, it required teachers who were native speakers or who had native-like fluency in the foreign
language. It was largely dependent on the teacher's skill, rather than on a textbook, and not all teachers were
proficient enough in the foreign language to adhere to the principles of the method. Critics pointed out that
strict adherence to Direct Method principles was often counterproductive, since teachers were required to go
to great lengths to avoid using the native tongue, when sometimes a simple brief explanation in the student's
native tongue would have been a more efficient route to comprehension.
TO LEARN MORE
1. Here you will find a “one on one” explanation and demonstration of the “Direct Method”
AL07 English (2017, agosto 3). Natural Approach / Direct Method of Language Teaching [Archivo de
vídeo]. YouTube. Recuperado de: https://www.youtube.com/watch?v=oWMjNruvKzU
2. Here is a short explanation of the origins of the Direct Method
Simonfilm (2011, abril 10). The Natural Approach (Krashen) [Archivo de vídeo]. YouTube. Recuperado
de: https://www.youtube.com/watch?v=eTVbdstastI
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LEARNING ACTIVITY
Instructions
After reviewing the information provided on this session do the following:
Think of 1) A lesson plan activity that you have done before and how you could adapt it; 2) Think of the pros and
cons you may encounter while putting the activity into practice; 3) What are some resources you could use to
tackle the disadvantages?
Organize your thoughts into an essay format
(Introduction – talk about the lesson plan you
previously performed, body- explain the
advantages and disadvantages you foresee as well
as your approach to overcoming the difficulties,
conclusion- give your opinion on whether in your
teaching practice this method is one you would
consider taking into account or not and why).
Upload it as PDF file to the assignment on the
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platform before the due date.
Since the essay is a practice reflection activity the following will be considering for evaluation:
- Relevance and consistency
- Spelling, grammar usage and writing
BIBLIOGRAPHY
Atkinson, D. 1987. 'The mother-tongue in the classroom : a neglected resource ?' (ELT Journal, 44/1 : 3-10)
Atkinson, D. 1993. Teaching Monolingual Classes (Longman)
Baynham, M. 1983. 'Mother Tongue Materials and Second Language Literacy' (ELT Journal, 37/4 : 312-318)
Brumfit, C. 1980. Problems and principles in English Teaching. (Pergamon)
Duff. A. 1989. Translation (Oxford University Press)
Kramsch, C. 1993. Context and Culture in Language Teaching (Oxford University Press)
Kramsch, C. 1998. Culture (Oxford University Press)
Krashen, S. 1988. Second Language Acquisition and Second Language Learning (Prentice Hall)
Medgyes, P. 1994. The Non-Native Teacher ( Macmillan)
Phillipson, R. 1992. Linguistic Imperialism (Oxford University Press)
Richards, J.C. and T. S. Rogers. 1986. Approaches and Methods in Language Teaching. (Cambridge University
Press)
Widdowson, H 1996. 'Comment : authenticity and autonomy' E L T Journal, 50/1: 67-68)
