DIRECT METHOD

Grammar Translation Method was one the old-fashioned language teaching methods. With
the passage of time, this method was no more effective. During last decade of 19th century,
a new language teaching method emerged. Because GTM had failed to meet the language
teaching requirements of modern society where multiple discipline was in practice. The
failure of GTM led to the creation of the Direct Method. This method focused on ability to
use language rather than to analyze as the goal of language teaching.

The Direct Method was started in France and Germany around 1900. It replaced Grammar
Translation Method and other traditional methods and approaches. Moreover, it replaced C.
J. Dodson’s bilingual method of language teaching. International language schools like
Insignia and Berlitz also adopted direct language teaching method. (Sana, 2022)

Objectives of the Direct Method

 The proponents of DMT believe that language learners should practice target
language directly, in the same way as they learned their mother tongue without
assistance of any other language.
 DMT basic aim was to make direct interaction of learners to the target language.
 It focuses on making a relation between rule and performance, experience and
language, and, thought and expression.
 It aims to learn how to communicate in the target language.
 No more excessive dictation and translation
 No memorizing of rigid grammar rules but concepts are to be taught by means of
objects or contexts.
 Reading and writing is practiced with help of oral/verbal instructions. 
 It builds listening and speaking competency.
 Grammar is to be taught indirectly rather than cramming of rules. (Sana, 2022)
The teaching techniques rely mostly on:

(Rhalmi, 2009)

 Reading aloud  Conversation practice

 Question answer exercises  Fill-in-the-blank exercises
 Self-correction  Dictation and Paragraph writing.

Activities of Direct Method Teaching in a Language Classroom

 In Direct Method, teacher points to a picture (for leering vocabulary) or makes a

gesture (to demonstrate an action) to make sure that learners understand clearly.
 Then teacher introduce that element verbally. (With loud and accurate
pronunciation)
 After listening teacher’s pronunciation, learners try to pronounce same words.
 Teacher corrects learner’s mistakes, pointing to articulatory gestures to show proper
shaping of articulators.
 Students repeats same element at the time until they became familiar with it.
 Then teacher introduces the correct use of new element in sentence.
 Teacher makes an example of that element in a sentence or in a phrase.
 Students also practice it to use it in a sentence.
 When learners become familiar with the element, Teacher asks them different
questions using that element making yes/no questions or interrogatives.
 ASK & REPLY IN NEGATIVE
 Teacher uses Element in negative situations (e.g. “Are you the President of the
United States?” or “Are you the teacher?”); Students says “No”. If more advanced,
may use the negative with “Not”.
 Finally, teacher observes learners carefully for mental stress. If learners become
saturate, teacher stops the lesson. (Sana, 2022)
Conclusions:

In conclusion, this method is very important in the teaching of a language, although it

seems difficult, due to the limitations it presents, it helps a lot to the performance of
memory, because it will allow students to dialogue in English without support and by their
own effort

References
Rhalmi, M. (09 de 04 de 2009). My English Pages. Obtenido de
https://www.myenglishpages.com/blog/the-direct-method/
Sana. (25 de 02 de 2022). Literary English. Obtenido de https://literaryenglish.com/direct-
method-language-teaching-method/