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The Direct Method is grounded in the belief that learning a second language should mimic the natural process of acquiring a first language. It emphasizes direct association between meaning and the target language without translation.

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The teacher acts as a facilitator and language model. They use gestures, pictures, and real objects to teach vocabulary and concepts without translating.

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Students are expected to be active participants, engaging and using the target language as much as possible. They learn inductively and through constant practice.

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The use of the native language is strictly prohibited. All learning occurs in the target language.

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Total immersion in the target language.

Inductive teaching of grammar.

Focus on oral communication and listening comprehension.

Use of everyday, practical language.

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The method primarily emphasizes oral skills and listening comprehension. Reading and writing are also taught but are secondary.

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Evaluation is based on the students’ ability to communicate effectively in the target language. Oral and practical assessments are preferred over traditional written exams.

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The primary goal is to develop the ability to communicate in the target language naturally and effectively, similar to how one learns their first language.

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Students take turns reading sections of a passage, play, or dialogue out loud.

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Students are asked questions and answer in full sentences so that they practice new words and grammatical structures.

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The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied

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The teacher asks students a number of questions in the target language, which they have to understand to be able to answer correctly

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All the items are in the target language; furthermore, no explicit grammar rule would be applied. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson

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The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.

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1. Preparation: The teacher prepares a simple map

2. Introduction: The teacher introduces the map to the students, pointing out key features such as streets, buildings, landmarks, etc., using the target language.

3. Interaction: Students are asked to describe the map, give directions, or answer questions about locations on the map.

4. Drawing: Students may also be asked to draw their own maps based on verbal descriptions given by the teacher or their peers.

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1. Topic Introduction: The teacher introduces a topic relevant to the students’ interests or the current lesson theme.

2. Brainstorming: Students brainstorm ideas related to the topic.

3. Outline Creation: Students create an outline for their paragraph, organizing their ideas logically.

4. Drafting: Students write a first draft of their paragraph, focusing on getting their ideas down on paper without worrying too much about grammar or spelling.

5. Revising: Students revise their drafts, improving the content, coherence, and organization of their paragraphs.

6. Editing: Students edit their paragraphs for grammar, spelling, and punctuation errors.

7. Final Draft: Students write a final draft of their paragraph, incorporating all revisions and edits.

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DUAL PANEL Writing Academic Writing Paragraphing

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What is the Direct Method of Teaching ESL/EFL? | Approaches and Methods in Language Teaching

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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.

Further links:
https://www.teachingenglish.org.uk/blogs/rachael-roberts/rachael-roberts-realia https://www.teachingenglish.org.uk/article/mother-tongue-other-tongue

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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.