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6. A short reflection explaining how you can use this approach to benefit your teaching in the future. 

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6. A short reflection explaining how you can use this approach to benefit your teaching in the future. 

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Direct methods in teaching target language provide several benefits to students based on their effectiveness in improving fluency and interactive learning environments. To effectively apply this method to benefit teachers, a target language-only environment must be created because the nature of this method is oral-based, with no translation into students’ native language, and it simply relies on gestures or realistic examples. Students will be able to think in the target language and increase their high potential for fluency in speaking. The most important thing is that the learning environment of this method needs to be engaging. The teachers have to use repetition drills and ask questions, exchanging conversation, which improves students' participation in the class.  Explanation is the teacher's responsibility, but in this method, teachers have to encourage students to understand the rules of grammar or certain lessons naturally by repeatedly using the correct structure in the example. By creating a target language-only environment, fostering more engaging teaching activities, and encouraging a natural understanding of grammar rules, teachers can guide their students to be fluent in communication.

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2. A comparison between the Grammar Translation Method and the Direct Method. Include at least two real-life examples from the Cambodian Education System that you know of. 

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2. A comparison between the Grammar Translation Method and the Direct Method. Include at least two real-life examples from the Cambodian Education System that you know of. 

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GM primarily focuses on reading and writing more than speaking or listening skills, as DM stresses.  GM relies on the native language to explain, while DM only uses the target language to interact in the class. One different aspect between GTM and DM is the interaction and engagement, whether between students and students or teacher and students. Reflecting on my study experience, in public high school, we used to have sessions in the English subject each year. Most of the time, it seems like teachers tended to use GTM rather than DM, which he/she explained most of the time. We rarely asked any questions; plus, there were no engaging activities between the students and students. We did the assigned tasks individually, and at the end of the activity, teachers called out the correct answer for the whole class. Whereas, in my private language school, there were more engaging activities in the class. We were assigned in the pair-works, team works, as well as individually. Furthermore, teachers tended to involve us in a conversation or when he/she explained any language rules to ensure we could understand or were on the right path with the whole class.

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5. A short reflection detailing how would it affect the Cambodian Education System if public schools decide to use it.

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5. A short reflection detailing how would it affect the Cambodian Education System if public schools decide to use it.

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Personally, the outcomes from the DM in the public school would be mostly positive. One of the purposes of this method is to improve and facilitate learners’ target language proficiency regarding communication. Therefore, it would be useful for students, whether it is for their academic opportunities or future careers. If they have a fair chance to work on and sharpen their target language, they will be able to communicate in that foreign language more fluently and confidently, providing significant potential gains. They might be able to secure scholarships or jobs more easily. Plus, it will be beneficial for students who cannot afford to go to private language centers or cannot access any free study programs near their areas, particularly in rural areas, but hope to acquire and improve their foreign language proficiency.

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4. A short reflection detailing your opinions on the Direct Method (experience, thoughts,
considerations.etc.)

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4. A short reflection detailing your opinions on the Direct Method (experience, thoughts,
considerations.etc.)

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After reading Chapter 3 about the Direct Method, we believe that this method is particularly beneficial for beginning or lower-level language learners. This is because students are not required to learn the language structure and grammar rules. Instead, they just focus on listening and speaking over reading and writing, as this method teaches them how to think in the target language and then speak it out without translating from their native language. As can be seen, the Direct Method is the opposite of the Grammar-Translation Method, as it creates a classroom environment that is more interactive and engageable; therefore, the students have more opportunities to practice speaking in the target language. Additionally, using this teaching approach at the beginning level can provide language learners with a strong foundation by enhancing their confidence, communicative abilities, listening skills, fluency, and many others. From our experience in language learning, we observe that the language learners, who have gone through this method will be energetic in speaking the target language with the correct pronunciation and language uses. However, this method is not recommended for students emphasizing reading and writing skills.

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1. A brief summary of The Direct Method

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1. A brief summary of The Direct Method

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In the Direct method, the native language is not used in the classroom. Teacher aim for students to communicate and think in the target language. The focus is on learning to use the language directly for communication. Although the teacher directs the activities, students are more active compared to the Grammar Translation Method. Teacher and students work more like partners. New language is introduced through real-life situations, with meaning demonstrated using realia or pictures. Grammar is taught inductively, and students use complete sentences to practice vocabulary. Interaction flows both ways, teacher to students and students to teacher, though it is often teacher-directed. Students also communicate and interact with each other. Language is viewed as primarily spoken, focusing on common, everyday speech. Culture is studied through the history, geography, and daily lives of the people who speak the target language. Vocabulary is emphasized more than grammar. All four skills—reading, writing, speaking, and listening are practiced from the beginning, with a strong focus on oral communication. Pronunciation is also emphasized early on. Formal evaluations are not always observed, but in the Direct Method, students demonstrate their ability to use the language through both oral and written tasks, such as interviews or writing assignments. Techniques that can be used are reading aloud, question and answer exercises, getting students to self-correct, conversation practice, fill-in-the-blanks exercise, dictation, map drawing and paragraph writing.

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3. A scenario of your own creation involving the Direct Method. (The content of the lesson in the scenario should be your own creative choice.) 
This scenario is an imaginary situation of what you're aiming to teach, how you would teach it, how effective it is, any obstacles…etc.

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3. A scenario of your own creation involving the Direct Method. (The content of the lesson in the scenario should be your own creative choice.) 
This scenario is an imaginary situation of what you're aiming to teach, how you would teach it, how effective it is, any obstacles…etc.

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This is a beginning-level English class consisting of 20 students, which will be taught for one hour a day, five days a week. When the teacher enters the classroom, they take a moment to observe the environment and introduce themselves briefly to get to know the students. Without wasting too much time, the teacher presents a list of occupation words for the day's session, including a picture for each occupation. The teacher reads each word aloud twice or thrice while showing the corresponding picture. Then, the teacher asks the students to repeat each word chorally several times. After that, the students are encouraged to say the words themselves while the teacher monitors their pronunciation using the pictures provided. This technique is known as reading aloud. Moreover, the teacher can create questions and sentences related to the vocabulary. For example, the teacher might ask, “What do you want to be in the future?” To model an appropriate response, the teacher gives an example, such as, “I want to be a doctor in the future.” The students are then required to answer in full sentences. To assist them in forming their answers, the teacher can use pictures to demonstrate their responses. Additionally, the teacher may ask a specific student to answer using the picture of a policeman. When prompted, the student will respond, “I want to be a policeman in the future”. The teacher has to call on students one by one to answer this question. One more thing, the teacher can give them a chance to create a sentence by using these occupation words and the provided picture. This technique is known as a question-and-answer exercise.

Overall, using the direct method in language teaching is beneficial for students. It encourages them to practice their communication skills and learn new vocabulary without translating it into their native language as the role-play provided above. This approach is effective as it helps students to improve their speaking and understand each word and its context directly by seeing each word with its picture. However, this method is time consuming and we cannot cover a wide range of topics quickly. This method also requires much preparation with visual aids as we only demonstrate the meaning without translating it.