THE DIRECT

METHOD
PRESENTED BY: RAJAE IDRISS HAJAR
KERROUMI ABADOU SERRAJ

Supervised by: Prof. Nourreddine Menyani

 Historical Background
The principles of the method
Objectives
TABLE OF
Roles of teachers
CONTENTS:
Roles of learners
Strengths and Shortcomings
Techniques used in the Direct Method
HISTORICAL BACKGROUND

 The direct method also called the natural method was established as an answer to
the shortcomings of the GTM which focuses mainly on grammatical forms and
the written language giving little to no focus to speech.

 It receives its name from the fact that meaning is to be conveyed directly in the
target language through the use of demonstrations and visual aids with no
recourse to the students’ native language.
 It was established in Europe by “Maximilian Berlitz
” (1852-1921) around the 19th century.
 The Principles of the method:

The native language should not be used in the classroom.

The teacher should demonstrate not explain or translate.

The teacher and the students are more like partners in the learning process.

Grammar should be taught inductively.

Oral skills are the main focus of the instruction.

Objects (realia or pictures) should be used to help students understand the

meaning.

Students should make a direct association between the target language and
meaning.

Lessons should contain some conversational activities. This is an opportunity

for students to use the language in real contexts.
OBJECTIVES
To teach L2 learners To provide language
The DM places a
how to communicate in learners with a
strong emphasis on
the target language by practically useful
practical and oral
means of minimizing knowledge of the
training through
the use of the native language in everyday
speaking and listening.
language in the class. situations.
THE TEACHER'S ROLE:

 Direct class activities

 Encourage students to participate in class
 Correct students’ mistakes
 Students and the teacher are partners in the learning
process.
 THE LEARNERS' ROLE:

 The students observe the target language used by

the teacher in teaching.
 They try to get the meaning based on the
demonstration given.
 They practice the target language observed and use
it to communicate with their classmates and teacher
in the classroom.
  Develops strategies to deal with real contexts.

 Students learn the correct pronunciation and better

oral skills.

STRENGTHS  Students are encouraged and motivated to use the

target language spontaneously.

 It makes the learning process more interesting and

fun because it encourages using realia during learning
process.
SHORTCOMINGS

 It requires teachers who are native speakers or who

have native like fluency in the foreign language.
 It is hard to explain abstract words.
 The direct method ignores written work and reading
activities and sufficient attention is not paid to reading
and writing skills.
 It takes much time for teachers to explain trivial words
that can be easily understood if translated.
TECHNIQUES USED IN THE
DIRECT METHOD
CLASSROOM APPLICATION
Reading aloud Question and Students self Conversation
Answer Exercise correction Practice
●Students take Students ask and 1.By asking them to ●The teacher asks
answer questions in make a choice. students questions with
turns reading a particular grammar
full sentences. 2.Using a
sections of a structure.
passage or questioning voice. ●Students ask questions
dialogue out 3.Stopping before using the same
the mistake. grammatical structure.
loud.
●The teacher
uses gestures,
pictures, realia.
 • All the items are in the target language.
Fill in the blank • No explicit grammar rule would be applied.

• The teacher reads the passage 3 times at a

Dictation normal speed, phrase by phrase with pausing
long, normal speed again.

• Its aim is to give students listening

Map Drawing comprehension practice.

Paragraph • The teacher asks students to write a paragraph

in their own words based on the reading
Writing material.
CONCLUSION:

It focuses on full
The direct method was immersion in the
classroom environment
established in Europe where not one word of the
around the 1900s. students' native language
is spoken.

The focus is not on Its primary goal is to

grammar but instead on teach L2 learners how to
learning through listening use the language for
and speaking. communicative purposes.
Thank you! Any Questions