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THE DIRECT METHOD
The direct method of teaching is often used in teaching foreign languages, refrains from using
the learners' native language and uses only the target language. It contrasts with the Grammar
Translation Method and other traditional approaches. The proponents of DM believe that
language learners should practise target language directly, in the same way as they learned
their mother tongue without assistance of any other language. It focuses on everyday spoken
language. This method improves understanding, fluency, reading, and listening skills in our
students. Other names of The Direct Method are the Natural Method, Anti-Grammatical Method,
Phonetic Method and Reform Method.
Historical Background of The Direct Method
In the mid and late 19 century, Europe experienced a wave of increasing opportunities of
communication, due to industrialization and international trade and travel. A need was felt to
develop oral proficiency in foreign languages. Language teachers had already found the
Grammar-translation method inadequate and ineffective in developing communicative ability in
learners. They strongly advocate an alternative method in which language was presented in
contexts and the mother tongue was avoided. It was established in Europe (England, France
and Germany) around 1900 and one of the most famous supporters or precursors of this
method was a German linguist Maximilian Berlitz and a French linguist Lambert Sauveur
(sohver). They called their methods the Natural Method because they advocated second
language teaching as naturally as a child acquire it's first language, without the interfere of any
other language. It is this method which came to be known as Direct Method.
Maximilian Berlitz developed a method of language teaching that emphasized spoken language
and immersion in the target language, with a focus on real-life situations and conversation. His
method became known as the Berlitz Method, which is a variation of the Direct Method. On the
other hand, in the 1860s-1870s, Sauveur, like Maximilian Berlitz himself, migrated to the USA
and devoted his career mainly to teaching the French language. Lambert Sauveur was a French
teacher who developed a method of language teaching that focused on the use of visual aids,
gestures, and actions to help learners understand and use the language in real-life situations.
Sauveur’s Natural Method, as he called it, was based entirely on conversation. His method
became known as the Sauveur Method, which is another variation of the Direct Method.
Sauveur’s aim was that students learn to express themselves directly in a foreign language,
without the intermediary of a mental translation from one’s mother tongue.
Both Berlitz and Sauveur emphasized the importance of immersion in the target language, as
well as the use of real-life situations and conversation in language teaching. Their contributions
helped to shape the Direct Method and make it a popular approach to language teaching in the
late 19th and early 20th centuries. This method was at its peak between 1900 to 1930s
approximately. There was some limited use of it into the 1970s as well.
Aims, Objectives or Purposes of Direct Method
1. Communication
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a. Listening and Understanding
b. Speaking fluency
c. Correct pronunciations
2. Students should learn to think in the target language as soon as possible.
Features, Characteristics or Basic Principles of The Direct Method
1. No use of Mother Tongue
The learner is not allowed to use his or her original language. Practitioners of this method
believe that learners should experience a second language without any interference from their
native tongue. Classes are taught in the target language. The teacher should demonstrate, not
translate. The teaching is done entirely in the language being learned.
2. No to Grammar
Grammar is taught inductively. There may never be an explicit grammar rule given. Teachers do
not give rules: they make students figure out the rules on their own by practicing the language.
The teacher gets him to correct his own errors.
3. Vocabulary
There is a focus on basic and everyday vocabulary. Students learn vocabulary by associating
meaning directly in target language. Vocabulary is taught through known words, demonstration,
authentic objects (realia), pictures, and miming.
4. Communication
Communication is the main focus in this method. Therefore students need to learn how to ask
questions as well as answer them. Particular attention is placed on the accuracy of
pronunciation and the development of oral skills.
5. Syllabus
The syllabus is based on situations or topics, not usually on linguistic structures.
Techniques used in the Direct Method
1. Dictation:
The teacher chooses a grade appropriate passage and reads the text aloud. The teacher reads
the passage three times.
2. Reading aloud:
Students take turns reading sections of a passage, play or dialogue out loud.
3. Conversation
Students are given an opportunity to ask their own questions to the other students or to the
teacher. This enables both a teacher-learner interaction as well as a learner-learner interaction.
4. Q & A:
The teacher asks questions of any nature and the students answer.
5. Student's Self-correction
when a student makes a mistake the teacher offers him/her a second chance by giving a choice.
Merits or Advantages of The Direct Method
1. Natural Method
It is a natural method which teaches language in the same way the mother tongue is acquired.
Only the target language is used and the learning is contextualized.
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2. Activities
Full of activities, which make it interesting and exciting.
3. Communication Skill
Communication skills are the main focus of this method. It promises to teach the language and
not about the language. This method develops all communication Skills like listening
(understanding natives), speaking (fluently & confidently) and correct pronunciations.
4. Full Command
Direct method enables students to acquire a command over target language. As the learners
speak English all the time whether right or wrong; their primary errors disappear and in a few
years they acquire full command over it like a native speaker.
5. Increases employment opportunities
Demerits, Disadvantages or Shortcomings of The Direct Method (Criticism)
1. Incomplete Method
It's an incomplete method. There is no attention to some areas like reading and writing. It
ignores systematic written work and reading activities.
2. Not good for Readers
This method isn't good for those students whose visual appeal is stronger than their aural & oral
appeal and they learn better with their eyes.
3. Hard for Beginners
It is difficult to explain the meaning of each and every word in the target language. Students may
give some other meaning which is different from the desired one.
4. Unavailability of Native-like Teachers
Suitable teachers are not available. This method can only be a useful tool in the hands of an
efficient and resourceful teacher, who has a remarkable command over target language like
spoken English. The incompetent teachers with inherent deficiencies in their English would do
little justice to the language with its varieties of tenses, sentences, structures, voices etc. and it
is difficult to find a suitable teacher for this method of teaching.
5. Lack of Environment
Lack of environment is another limitation of direct method. A foreign language cannot be taught
unless there is a suitable learning environment. Especially in our country, in English medium
school, we can't stop the use of our mother tongue.
6. Time-consuming in creating real-life situation
7. Not convenient for large classes
8. Conducting tests is rather difficult.
Conclusion
In spite of its achievements, the direct method fell short from fulfilling the needs of educational
systems. Although it continues to provoke interest and enthusiasm today, it is not an easy
methodology to use in a classroom situation. As R. Brown (1994) points out, the Direct Method
“did not take well in public schools where the constraints of budget, classroom size, time, and
teacher background (native speakers or native like fluency) made such a method difficult to
use." It requires small classes and high student motivation in the artificial environment of a
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classroom. It is difficult to generate natural situations of understanding and guarantee sufficient
practice for everyone.
Some risks of this method are that for being focused in Grammar and pronunciation, teachers
will neglect reading and writing activities, and a good teaching method must fulfill the four skills
activities: Reading, Writing, Speaking & Listening. However, variants of this method have been
developed where the teacher allows limited explanations in the student’s native language and
explains some grammar rules to correct common errors a student may make when speaking.
After a short popularity in the beginning of the 20th century, it soon began to lose its appeal
because of these constraints. It then paved the way to the Audio-lingual Method.
