EDU 105.

11 Learning to Function as an English Teacher

Module 1: Maxims, Approaches and Methods in Teaching English

1.1.0 Maxims of Teaching.

​ Maxims of Teaching are the universaly facts found out by the teacher on the basis of
ms helps the teacher to proceed systematically. It also help to find out his way of teaching,
pecially at the early stages of teaching.
The different maxims of teaching are briefly explained below

1.1.1 Simple to Complex

Class-room teaching is formal where the teacher tries to teach and the students try to learn things. In this
process of teaching-leaning, the teacher should see that simple things are presented first to the students. That
way they will start taking interest. Once they become complex type of things can also be learnt by them. By
leaning simple things, they feel encouraged and they also gain confidence. On this basis, they become further
receptive to the complex matter. On the other hand, if complex types of things are presented to the learner first,
he become, upset, feels bored and finds himself in a challenging situation lot which he is not yet ready being
immature and unripe.
Gradually more difficult items of leaning may be presented to the students. It will smoothen teaching
being done by the teacher and make learning convenient and interesting for the students.
For example, while teaching sentences of English simple sentences should be taught first and complex
type of sentences may be taken afterwards.

1.1.2 Known to Unknown:

This maxim is based on the assumption that the student knows something. We are to increase his
knowledge and widen his outlook. We have to interpret all new knowledge' in terms of the old. It is said that old
knowledge-serves as a hook on which the new one can be hung. Known is trustworthy and unknown cannot be
trusted. So while teaching we should proceed from known and go towards unknown. For example, while
teaching any lesson, the teacher can link the previous experiences of the child with the new lesson that is to be
taught Teaching of English.

1.1.3 Particular to General

While teaching, the teacher should first of all take particular statements and then on the basis of those
particular cases, generalization should be made. Suppose the teacher is teaching Present Continuous Tense
while Teaching English, he should first of all give a few examples and then on the basis of those make them
generalize is that this tense is used to denote an action that is going on at the time of speaking.

1.1.4 Concrete to Abstract:

Concrete things are solid things and they can be touched with five senses. But abstract things can only
be imagined . So it is rather difficult to teach the children about abstract things. The students are likely to forget
them soon. On the other hand, if we teach the students with the help of concrete objects, they will never forget
the subject matter.

For example when we teach counting to the students we should first examine concrete nouns like,
laptop, book, Pen etc, and then proceed to digits and numbers. The stars, the moon, the sun etc being taught first
whereas the abstract thing;, like planet, satellites etc should be taught afterwards.
Induction to Deduction
Inductive means drawing a conclusion from a set of examples whereas deduction is its opposite. The
teacher should proceed from induction to deduction. For example, in English while teaching conversion of
active voice into passive voice, the teacher should first convert a few sentences of active into the passive voice
and on the basis of those conclude the general rule for conversation of active voice into passive voice

1.2 Approaches in teaching English

1.2.1 Structural- Oral -Situational Approach
The Structural Oral Situational Approach (S-O-S) is the presentation and practice of carefully selected
and graded grammatical structures of English in effective, meaningful situations, initially through speech and
later through reading and writing. The important names associated with this approach are namely that of
Charles Fries, Harold Palmer and A.S.Hornby. This approach became very effective in teaching English as
foreign \ second language in the late 1940s and early 1950s.

Principles of S-O-S approach

1. Language is primarily speech

Selected structures and vocabulary are presented and practised orally. As in the case of the mother
tongue the spoken form is picked up by learners before reading and writing.

2. Language is a set of habits

Practice of language items is considered necessary because a language is a set of habits and language learning is
said to be habit formation. The exponents of the S-O-S approach were strongly influenced by the Operant
conditioning theories of BF Skinner, according to which habits are established when reward or reinforcement
follow. As a result the approach emphasises pattern drilling, memorisation, mimicry, etc

3.Language does not exist in isolation - Creation of situations can avoid the use of mother tongue.
If the language item is given in meaningful situations the learners can deduce the meaning and context from the
situation in which it is used .

The characteristics of S-0-S approach

●​ Speech is the basis of language teaching- new teaching items and vocabulary items are presented orally
before they are presented in the written form.
●​ The language items that are commonly used by native speakers in their day to day life are selected for
teaching.
●​ The grammatical items are also graded according to their usefulness, frequency and teach ability.
●​ The language items are selected and presented in meaningful situations. Reading and writing are based
on items which have already been introduced and practised orally
Techniques used in the S-0-S approach
1. Situations - In the S-O-S approach structures are always presented in meaningful situations First the
language item is presented and practised orally and this is followed by practice in reading and writing.
 a.​ Class-room situations : The furniture chalk-board, the windows, etc. can be used for presentation of the
new items
b.​ Outside the class- room: Things outside which can be seen from the class-room like trees, flowers, etc,
can also be used
c.​ Pictures, drawings, objects, models: Visual aids provide very effective situations in teaching. They can
draw match-stick figures on the chalk-board and bring small objects which are easily available to the
class-room.
d.​ Verbal situations: Vocabulary items that cannot be taught using any of the techniques mentioned above
have to be explained either in the mother tongue or in the target language. Words which are abstract in
nature fall in this category. For example 'honesty’.
2. Drills- The use of drills is a central technique of the S-O-S approach. Drills can be of three types namely
a.​ Chorus-The whole class takes part in repeating the pattern or vocabulary item.
b.​ Group drills- The class is divided into groups and the patterns are practised by group one after the
other.
c.​ Individual drills- The individuals are asked to drill the pattern.
Substitution tables are effective means of providing drills. Similarly language laboratories are useful in the
context of the S-O-S approach.

Merits of the approach

●​ The approach is psychologically sound as it recommends speech as the first step in language learning
(natural way of learning a language).
●​ Carefully selected and graded language items facilitate leaning.
●​ Habit formation is stressed- through intensive drills the pupils cultivate the habit of speaking the target
language
●​ Language is taught in meaningful situations- learners become acquainted with the practical applications
of the language items.
●​ Speech is emphasised- learners acquire good pronunciation and fluency in speech.
●​ Instant corrections can be given in oral work
●​ The approach motivates the slow learner- pupils are active participants in the teaching leaning process.
They have opportunities to speak and practice structures.
Demerits of the approach
●​ Over emphasis on oral presentation. Reading, writing and. vocabulary expansion are neglected
●​ Mechanical drilling- Over emphasis on drills makes it mechanical-may not always lead to habit
formation. Techniques requiring more active use of the pupils' mental power should be used.
●​ Pattern practices and memorisation are useful for the early classes but the senior classes need a creative
use of the language

1.2.2 Communicative Approach to Language Teaching (CLT)

The communicative approach to language teaching is based on the belief that acquiring a language means to
communicate confidently and fluently in the language. The communicative approach is based on a wider
perspective of language. They are
1. Language is a system for the expression of meaning.
2. The primary function of language is communication.
3. The structure of language reflects its functional and communicative uses
 4. The primary units of language are not merely its grammatical and structural features, but also the
functional and communicative meaning as exemplified in discourse.

The approach aims at

(a) making communicative competence the goal of language teaching and
(b) to develop procedures for the teaching of the four language skills that acknowledge the interdependence of
language and communication

Communicative competence is the ability to not only to apply the grammatical rules of language in order to
form grammatically correct sentences but also to know when and where to use these sentences in other words,
appropriately. It enables us to convey and interpret messages and to negotiate meaning interpersonally within
specific contexts. Communicative competence is relative, not absolute and depends upon the co-operation of all
the participants involved. Communicative competence includes knowledge of communicative functions of the
languagc and the linguistic means to perform the different kinds of functions.
Communicative Approach focuses on the all the components of the communicative competence, they
are
●​ Grammatical competence-knowledge of grammar, vocabulary, rules of speaking etc.
●​ Discourse competence-interconnected representations of meaning in relationship to the text(Discourse-
a long and serious treatment of a subject in speech or writing)
●​ Strategic competence-knowing how to use and respond to different types of speech-request, apology.
●​ Socio- linguistic competence- an understanding of the text in which communication takes place and
ability to construct proper sentences, ability to make transformations.
Communicative function refers to, what the speaker uses language for as opposed to how he does it'. For
example -'asking a question 'is a communicative function framing a question is not a communicative function.

A grammatical structure of a language may have different functions and a function may be expressed
using different grammatical forms. For example the imperative structure in various contexts: Give me that pen
(order), Pass the salt (request), Tum to the left and proceed (instruction). Try this cycle (suggestion), Come on
Sunday (invitation).
Also functions like greeting can be expressed using various forms as given below- Good morning, how
are you? How about you? Communicative approach recognises the use to which language is put and encourage
pupils to be aware of the relationship between a structure and its function.

Characteristic features of the Communicative approach:

●​ Communicative Language Teaching is that it pays systematic attention to functional as well as structural
aspects of language.
●​ Language learning is learning to communicate - effective communication is sought- meaning is
paramount-communicative competence is the desired goal.
●​ Dialogues based on communicative functions are used to teach language they are not usually
memorised.
●​ Language items are taught with respect to the contexts in which they are used.
●​ Language functions are emphasised over forms. All the four skills - listening, speaking, reading and
writing are given equal emphasis. Language is presented in the form of continuous discourse rather than
isolated sentences.
●​ Drilling may occur but only peripherally
 ●​ Comprehensible pronunciation is sought
●​ Learners lean to communicate by communicating.
●​ Judicious use of native language is accepted where feasible.
●​ Translation may be used where students need or benefit from it
●​ Reading and writing can start from the first day, if desired.
●​ teachers motivate the learners to work with the language.
●​ Language is created by the individual, often through trial and error
●​ Fluency and acceptable language is the primary goal: accuracy is judged not in abstract but in context.
●​ .Students are expected to interact with other people, either in their pairs or groups.
●​ The teacher cannot Know what language the students will use.
●​ Intrinsic motivation will spring from an interest in what is being communicated by the language.
●​ Language is learned by actually using it - (learning by doing-the experience approach).
●​ Learner centred experience based view of second language teaching
●​ Authentic language learning materials (e.g. a newspaper, recording of a cricket an announcement at a
railway station, etc) are used.

Class room procedures

In most traditional classrooms, the common classroom procedure is whole class work. In communicative
language teaching the main types of organisation individual work, pair work, small group work and whole class
work.
The advantages of pair and group works
●​ Pupils get more language practice
●​ Pupils are active participants.
●​ Feeling of security
●​ Sharing of ideas possible.

Role of the teacher in a Communicative Language teaching class

The teacher plays a variety of roles:
●​ As general overseer coordinates the learning activities
●​ As classroom manager he is responsible for organising activities at a practical level
●​ As language instructor presents new language items, evaluates pupils' performance, corrects it, etc
●​ The teacher is no longer an arbiter and controller but a facilitator, consultant or advisor helps the learner
to find his or her own way of doing the work.
●​ As a co-communicator with the learners.
●​ The independent status of the learner is fully accepted
●​ Group dynamics-given importance
●​ Relaxed atmosphere
●​ The role of play is highlighted learning no longer considered a serious activity.
●​ Errors no longer sinful-part of the leering process.
●​ Creative silence is not now considered a waste of time - a period of incubation between input and output
is considered necessary as it is recognised that learners need time to work over the input internally

Problems of the communicative approach

●​ An average teacher may not be able to speak in English fluently which is a deciding factor for the
success of this approach.
 ●​ With its over emphasis on oral skills the approach neglects reading.
●​ Indian classrooms are overcrowded. It is not easy to seat the pupils properly for pair work and group
work.
●​ It is doubtful whether the approach can be applied at all levels in a language programme
●​ It is doubtful whether the approach is equally suitable for English as second language and English as
foreign language
●​ Though formal teaching of grammar is not advised under the approach, it cannot be completely
abandoned. The syllabus of grammar has to be revised.

Community language learning

Community language leaning (CLL) is language- teaching method in which students work together to
develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which
the teacher acts as a counsellor a paraphraser, while the learner is seen as a client and collaborator.
The CLL approach was developed by Charles Arthur Curran, a Jesuit priest, professor of psychology at Loyola
University Chicago, and counselling specialist. This method refers to two roles: that of the knower (teacher) and
student (learner). Also the method draws on the counselling metaphor and refers to these respective roles as a
counsellor and a client. According to Curran, a counsellor helps understand his or her own problems better by'
capturing the essence of the clients concern and relating (the-client’s)affect to cognition in effect, understanding
the client and responding in a detached yet considerate manner .

Principles of Community Language Learning

▪​ Building a relationship with and among students is very important.
▪​ Any new learning experience can be threatening. Students feel more secure when they have an idea of
what will happen in each activity People learn no defensively when they feel secure.
▪​ The superior knowledge and power of the teacher can be threatening. If the teacher does not remain in
the front of the classroom, the threat is reduced and the students learning is facilitated.
▪​ The teacher should be sensitive to students level of confidence and give them just what they need to be
successful.
▪​ Teacher and students are whole persons. Sharing about their learning experience allows learners to get to
know one another and to build community.
▪​ The teacher 'counsels' the students. He does not offer advice, but rather shows them that he is really
listening to them and understands what they are saying.
▪​ Learning at the beginning stages is facilitated if students attend to one task at a time.
▪​ The teacher encourages student initiative and independence, but does not let students flounder in
uncomfortable silences.

Characteristics of Community Language Learning

●​ Students typically have a conversation using their native language.
●​ The teacher helps them express what they want to say by giving them the target language translation.
●​ These words are recorded, and when they are replayed, it sounds like a fairly fluid conversation
●​ Later, a transcript is made of the conversation, and native language equivalents are written beneath the
target language words.
●​ The transcription of the conversation becomes a 'text with which students work.
 ●​ Various activities are conducted (for example, examination of a grammar point, working on
pronunciation of a particular phrase, or creating new sentences with words from the transcript) that
allow students to further explore the language they have generated.
●​ During the course of the lesson, students are invited to say how they feel, and in return the teacher
understands them.

Techniques of Community Language Learning

●​ Tape Recording Student Conversation (Students choose what they want to say, and their target
language production is recorded for later listening / dissemination).
●​ Transcription (Teacher produces a transcription of the tape-recorded conversation with translations in
the mother language this is then used for follow up activities or analysis.
●​ Reflection on Experience (Teacher takes time during or after various activities to allow students to
express how they feel about the language and the learning experience, and the teacher indicates
empathy / understanding)
●​ Reflective Listening (Students listen to their own voices on the tape in a relaxed and reflective
environment)
●​ Human Computer (Teacher is a "human computer" for the students to control – the teacher stating
anything in the target language the student wants to practice, giving them the opportunity to self-correct)
●​ Small Group Tasks (Students work in small groups to create new sentences using the transcript
afterwards sharing them with the rest of the class)

Teacher's and Students' Role

(1) The teacher: The teacher's initial role is primarily that of a counsellor. This means that the teacher
recognizes how threatening a new learning situation, can be for adult learners, so he skilfully understands and
.supports his students in their struggle to master the target language.
t upon the teacher. As the learners
(2) The students: Initially the learners are very dependent upon the teacher. As the learners continue to stud,
they become increasingly independent.

Advantages and Disadvantages

Advantages
●​ The counsellor allow the learners to determine type of conversation and.to analyze the language
inductively.
●​ The student centred nature of the method can provide extrinsic motivation and capitalized an intrinsic
motivation.
Disadvantages
●​ The counselor-teacher can become too nondirective. Students often need direction.
●​ Translation is an intricate and difficult task. The success of the method relies largely on the translation
expertise of the counsellor.

1.2.3 Suggestopedia (Super learning)

suggestology is the science concerned with the systematic study of the non-rational or non-conscious
influences to which human beings respond.
 Suggestopedia was originally developed in the 1970s by Georgi Lozanov, a Bulgarian doctor of
medicine, psychiatrist, parapsychologist and psychiatrist educator. It is a set of learning recommendations
derived from the psycholingual principles of Suggestolagy. Lozanov believed that all students can be taught a
given subject matter at the same level, provided an optimal leaning environment. He says we do not use our
mental capacities to the full as we have within us many psychological barriers. We fear that we will not be able
to do well. Suggestopaedia aims to help learners to overcome the feeling that they cannot be successful and so
removes their mental barriers to leaning. It helps learners reach hidden reserves of the mind. In Bulgaria it is
used even in primary Schools whereas in U.S. Canada and western Europe- the method is associated with the
teaching of language to adult.

Extravagant claims were initially made for the approach with Lozanov himself declaring that
memorization in learning through suggestopedia would be accelerated by up to 25 times over that in
conventional learning methods.

The approach was based on the power of suggestion in leaning, the notion being that positive suggestion
would make the learner more receptive and, in turn, stimulate learning. Lozanov holds that a relaxed but
focused state is the optimum state for learning. In order to create this relaxed state in the learner and to promote
positive suggestion, Suggestopedia makes use of music, decoration and arrangement of furniture in the
classroom, (a comfortable and relaxing environment), the authoritative behaviour of the teacher and a
relationship between the teacher and the student that is akin ta the parent child relationship. Music, in particular,
is central to the approach. Unlike other methods and approaches, there is no apparent theory of language in
suggestopedia and no obvious order in which items of language are presented.

The original form of suggestopedia presented by Lozanov consisted of the use of extended dialogues,
often several pages in length, accompanied by vocabulary lists and observations on grammatical points.
Typically these dialogues would be read aloud to the students to the accompaniment of music. The most formal
of these readings, known as the "concert reading”. would typically employ a memorable piece of classical music
such as a Beethoven symphony. This would not be in the form of background music but would be the main
focus of the reading, with the teacher's voice acting as a counterpoint to the music. Thus the "concert reading"
could be seen as a kind of pleasurable-event, with the learners free to focus on the music, the text or a
combination of the two. The rhythm and intonation of the reading would be exaggerated in order to fit in with
the rhythm of the music.

A second, less formal reading would employ a lighter, less striking piece of music such as a piece of
Baroque music, and this would take a less prominent role. During both types of reading the learners would sit in
comfortable seats, armchairs rather than classroom chairs, in a suitably stimulating environment in terms of
décor and lighting. After the readings of these long dialogues to the accompaniment of music, the teacher would
then make use of the dialogues for more conventional language work. In theory at least, large chunks of the
internalized by the learners during the readings due both to the relaxed and receptive state of the learners and to
the positive suggestion created by the music.

There is, however, little evidence to support the extravagant claims of success. The more obvious
criticisms lie in the fact that many people find classical music irritating rather than stimulating (to some cultures
Western music may sound discordant), the length of the dialogues and the lack of a coherent theory of language
may serve to confuse rather than to motivate, and for purely logistic reasons, the provision of comfortable
armchairs and a relaxing environment will probably be beyond the means of most educational establishments.

In addition the idea of a teacher reading a long (and often clearly inauthentic) dialogue aloud with
exaggerated rhythm and intonation, to the accompaniment of Beethoven or Mozart may well seem ridiculous to
many people.

This is not to say, however, that certain elements of the approach cannot be taken and incorporated into
the more eclectic approach to language teaching widely in evidence today. The use of music both in the
background and as an accompaniment to certain activities can be motivating and relaxing. Attention to factors
such as décor, lighting and furniture is surely not a bad thing. Dialogues too have their uses. Perhaps most
importantly of all the ideas, creating conditions in which learners are alert and receptive can only have a
positive effect on motivation. Whether these conditions are best created by the use of classical music and the
reading of dialogues is open to questions but there is no doubt that suggestopedia has raised some interesting
questions in the areas of both learning and memory.

Principles
●​ Joy and psychorelaxation
●​ Gaining access to reserve powers of the mind
●​ Harmonious collaboration of the conscious and the unconscious

1.3.0 Methods of teaching English

1.3.1 Grammar-Translation Method
This method is also known as the classical method because it is the oldest of methods which was used to
teach classical languages like Sanskrit, Greek, Latin, Persian. etc But as an organised and systematic method it
began in Germany (Prussia) at the close of the 18th century and it came to India through the Britishers. The
originator of this was a German scholar called J V. Meidinger. J.C. Frick wrote its first course book in 1793.
This method as method, as its name indicates, is dominated by grammar and translation. Champion. H says:
"Under this method, the meaning of English words, phrases and sentences is taught by means of word-for-word
translation into the mother tongue".

Main principles
The main principles of this method are:
●​ a second language can be easily learnt through translation, and
●​ grammar is the soul of language
According to Thompson and Wyatt this method is based on the following sound principles
●​ translation interprets foreign phraseology best
●​ in the process of interpretation the foreign phraseology is assimilated
 ●​ the structure of the foreign language is best learnt when compared and contrasted with that of the mother
tongue.

Procedure of Teaching
●​ The teacher reads a sentence in L2 and translates it word by word into L, of the learners. The text book
will provide graded reading materials
●​ Starting with word meanings the teacher proceeds to teach sentence meaning and grammatical elements
by comparison and contrast.
As against the principles of the Direct Method, in the Grammar- Translation Method
●​ Word is the teaching unit, not sentence
●​ mother tongue dominates, not the target language, and
●​ Formal grammar is taught, not functional
Advantages of the Grammar Translation Method
The Grammar -Translation Method has several advantages. They are, in general:
●​ it saves time and effort as translation gives meaning more quickly than definition demonstration, etc
●​ it enriches the learner's vocabulary more easily
●​ word meanings can be learnt clearly
●​ a strong bond can be established between the phraseology of the target language and the vernacular
●​ correct knowledge of the grammar is insisted
●​ less teaching-learning aids are required
●​ interest in the art of translation can be developed
●​ testing comprehension becomes easier
●​ clear distinction between the two languages is possible
●​ reading with understanding is promoted
●​ it can be successfully used in a crowded class

Disadvantages of the Grammar-Translation Method

●​ Speaking which should be the most important of all the language skills gets very small role.
●​ Reading, comparatively a passive skill, obtains an important place
●​ Phonetic aspects like pronunciation stress and intonation are not emphasised
●​ It is not easy to keep all the learners active listeners.
●​ The cultural and traditional elements of the language while being translated are likely to damage the real
spirit
●​ Some usages and idioms may not have true translation
●​ Literal translation may sometimes be distorted
●​ There is less chance for creative and imaginative thinking
●​ As the class will be lacking in activities, the learners are likely to become absent-minded
●​ The learners are likely to become bookish
●​ Silent reading and sub-skills of reading are likely to be neglected
●​ An average teacher may teach the learners without resorting to several methodologies
●​ The unit of teaching is a word, not a complete sentence.
●​ The use of vernacular may become more dominant than the target language.

1.3.2. Direct Method

The Origin
 Language teachers of the 19th century felt, for several reasons that the old Grammar – translation
Method was inadequate to develop communicative ability in the learners. Hence , as a result of a revolt against
Grammar-Translation Method, the Direct Method was evolved in 1901 in France. Its principles were adopted
from Germany.

The reformists thought that L2 could be taught without the help of L1 through strategies in the line of L1
acquisition. The chief advocates of this line were Pendergast (1806-1866) and Sauveur (1826-1907). They
proposed a method called the Natural Method also known in other different names as Psychological Method
Reform Method Phonological Method, Phoneme Method, Berlit's Method and Antigrammatical Method. Later
it became popular as the Direct Method.

France, Germany and the USA adopted this Method as it helped to accelerate trade,commerce, industry,
and travel. It was introduced to India in the 20th century

The Basic Philosophy

The basic philosophy of the Direct Method is ‘fluency in reading and facility in writing will follow
fluency in speech' and its central idea is-association of words and sentences with their meanings through
demonstration. As Kirkman holds avoid the intervention of the vernacular, establish a direct immediate
association between experience and expression grasp the meaning and develop instinctive infallible language

According to Webster’s New international Dictionary gives the gist of the Direct Method: "Direct
Method is a method of teaching a foreign language, especially a modern language, through conversation,
discussion and reading in the language itself without the use of the pupil’s language, without translation and
without the study of the formal grammar. The first words are taught by pointing to objects or pictures or by
performing actions”.

Champion H, says: To teach directly is to establish a direct or immediate association between experience
and expression, between the English word, phrase and idiom and meaning”.

According to Kirkman, "the foreign word or group of words should be associated with its meaning
direct, without the intervention of the native speech"
According to Louis de Glen the Direct Method is marked by three principles:
●​ direct association of experience and expression
●​ inhibition of the mother-tongue
●​ taking sentence (utterance) as the unit of expression.
According to Н.Е. Palmer (English through Actions) the Direct Method is characterised by:
●​ banishing translation in any form including the use of the mother tongue and the bilingual dictionary in
the classroom
●​ teaching grammar, if required, inductively
●​ oral teaching preceding any form of reading or writing
●​ systematic teaching of phonetics
●​ replacing disconnected speech with connected text
●​ teaching meanings of words and phrases by means of objects or by natural contexts, and
●​ inculcating vocabulary and structure of the language to a large extent by questions and answers
Philosophy of Direct Method can be summarised as follows:
"Fluency in reading and facility in writing follow fluency in speech"

Principles
●​ Classroom instructions are conducted exclusively in the target language,
●​ Only everyday vocabulary and sentences are taught during the initial phase; grammar reading and
writing are introduced in intermediate phase.
●​ Oral communication skills are built up in a carefully graded progression organized around
question-and-answer exchanges between teachers and students in small, intensive classes.
●​ Spontaneous use of the target language-teachers encourage direct use of target language in the classroom
●​ Speech and correct pronunciation is primary, grammar is taught inductively
●​ Association of word with thing of thing with context, of context with expression in the target language
●​ New teaching points are introduced orally
●​ Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught
by association of ideas
●​ Both speech and listening comprehensions are taught
●​ There is direct relation between thought process and its expression, both occur in the target language and
there is no thought in mother tongue and translation into the foreign language
●​ Student should be speaking approximately.80% of the time during the lesson.
●​ Students are taught from inception to ask questions as well as answer them

Characteristics
Main Features of the Direct Method. The main features of the Direct Method have been described by L.E.
Palmer. These are
●​ Translation in any shape or form is banished from the classroom, including the use of the mother-tongue
and of the bilingual dictionary.
●​ Grammar, when it is taught, is taught inductively
●​ Oral teaching precedes any form of reading and writing
●​ The use of disconnected sentences is replaced by the use of connected texts
●​ Pronunciation is to be taught systematically on more or less phonetic basis. The meanings of new words
and forms are taught by means of direct objects, actions or in natural contexts.
●​ The vocabulary and structures of the language are inculcated to a large extent by questions asked by the
teacher and answered by the pupils.

1. Oral work
speech is very important. The Direct Method lays tress on the oral aspect of English. The child should
first listen and then speaks. This will develop a language sense among the children. Oral teaching will also form
the basis of reading and writing(discourse). It stresses on pronunciation of sounds by listening and speaking
(habit formation).A native like attitude, in which a mental set up with the natural, and cultural background of
the language is developed.
2. Inhibition of the mother-tongue
 No use of mother tongue even in the thought process, if it happens it will inhibit foreign language
acquisition. The sounds of the mother-tongue should not interfere with English sounds. This will ensure the
direct bond between experience and expression between word and meaning.

3. The sentence as the unit of speech

The Direct Method follows the principle that the unit of speech should be sentence and not the word. We
talk and think in sentences or "sense-group". We do not think in single words. So sentence is made the unit of
speech. The teachers make use of different types of sentences such as affirmative, negative, interrogative,
exclamatory, etc. The teacher asks questions and seeks complete sentences.
4. Inductive approach to grammar
The Direct Method aims at teaching the grammar of language-or the grammar that describes the
language in action. The grammar taught is not the "grammar of rules" but the "grammar of use. Grammar is
taught indirectly. Grammatical items are presented through contexts, practised and produced in new situations.
5. Material Association (contrived situation)
The Direct Method stresses the need of using only limited words and phrases. The words and phrases are
taught at definite stage through spoken language. Thus teaching of vocabulary is progressive." Actual objects,
models or pictures are used for easy understanding and memory. A. V. aids are used.
6. Teaching of phonetics
It is introduced at the very beginning stages for native like pronunciation and applied in the conversational style.

Advantages claimed by the Direct Method

●​ English taught in the medium of English and not in the medium of the mother-tongue
●​ The child gets many opportunities to listen to spoken English. This is very important for language
mastery
●​ The Direct Method follows the natural way of learning a language. The child listens and speaks. He
acquires fluency in English speech
●​ The Direct Method lays stress on oral work. The child gets to improve his speech habits, including
pronunciation.
●​ The Direct Method helps the child to think in English without the aid of the mother-tongue. This
strengthens his ability of self-expression
●​ There is an ample scope for the use of audio visual aids. These aids make the teaching work easy,
interesting and more concrete
●​ The method is the quickest way of getting started in English
●​ The Direct Method prepares an easy ground for written English.
●​ There is good scope for activity. The teaching work becomes interesting
●​ It is the method of a living language, not of a dead one.

Limitations of the Direct Method

●​ The method is no doubt, very useful for the early stage. It dogs not work well in higher classes. Certain
aspects of language-study are neglected. It is an incomplete method
 ●​ Speech is given importance at the cost of reading and writing
●​ Every teacher cannot be expected to teach with the Direct Method. It requires teachers who are skilled in
handling language material
●​ 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, et.
●​ The method is more suitable for small-sized classes. In Indian schools, we have over-crowded classes.
The use of the method may give out undesirable results.
●​ All vocabulary items cannot be taught through direct association. The teacher may feel some difficulty
when he wants to explain the difference between, say, beautiful' and pretty.
●​ The success of the Direct Method depends upon Direct Method Readers. But such Readers are not
available.

1.3.3. Bi-lingual Method

This method, not as prominent as Grammar Translation Method or Direct Method was evolved by C.J.
Dodson of Wales and it is of recent development. As is suggestive from the very name, this method makes use
of the first language in learning the second. So it stands in between the two aforesaid methods in regard to use
of mother tongue in learning the target language. Dodson was afraid that extensive use of Direct Method might
make the vernaculars disappear in course of a few generations in several countries. So he recommended
controlled and limited use of mother tongue, in teaching the second language

Main Principles
●​ Its main principles are
●​ Situations are significant
●​ All the language skills are equally important
●​ Fluency of speech is constantly attended to
●​ Oral skill has priority in the early stages
●​ The following are the general phases of a bilingual class
●​ Basic sentences in the second language are spoken by the teacher and interpreted for imitation by the
students.
●​ The students repeat or imitate them
●​ The students are encouraged to speak without a stimulus from the teacher
●​ The student is not allowed to respond in his mother tongue
●​ The stimulus and response, both can be held in the second language
●​ A normal second language situation is created

In the last phase the students should be given exercises exclusively in the use of words and sentences learnt
already in the second language.

Characteristics of the method

●​ Creating situations is not given as much emphasis as in Direct Method
●​ The unit of teaching is a sentence
●​ Doing exercises in sentence patterns is important
●​ Mother tongue is not used for translation of the whole materials, but only for explaining and interpreting
 ●​ Mother tongue is used only by the teacher not by students and the use of mother tongue by the teacher
gradually gets reduced in higher classes

Advantages of the Bi-lingual Method

●​ The teacher can save time as the mother tongue is used
●​ An average teacher can use this method in the class
●​ It is economical, as use of teaching aids is minimum
●​ Mother tongue acquisition rules are helpful in this method

Disadvantages of the Bi-lingual Method

●​ If the teachers are not equally conversant in both the languages, this method will not be effective
●​ In cases where the linguistic features of the two languages are entirely different this method will create
confusion amongst the students
●​ This method is not at all desirable or applicable in higher classes