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What are the goals of teachers who use the Direct Method?

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What are the goals of teachers who use the Direct Method?

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Teachers who use the Direct Method intend that students learn how to communicate in the target language. In order to do this successfully, students should learn to think in the target language.

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What is the role of the teacher and of the students?

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What is the role of the teacher and of the students?

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Although the teacher directs the class activities, the student role is less passive than in the Grammar-Translation Method. The teacher and the students are more like partners in the teaching–learning process.

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What	areas	of	language	are	emphasized?	What	language	skills	are emphasized? 

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What	areas	of	language	are	emphasized?	What	language	skills	are emphasized? 

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Vocabulary is emphasized over grammar. Although work on all four skills (reading, writing, speaking, and listening) occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.

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What	is	the	role	of the	students’	native language? 

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What	is	the	role	of the	students’	native language? 

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The students’ native language should not be used in the classroom.

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We did not actually see any formal evaluation in the class we observed; however, in the Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so, using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied.

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The following expanded review of techniques provides you with some details, which will help you do this.

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Students take turns reading sections of a passage, play, or dialogue out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.

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This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask questions as well as answer them.

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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. There are, however, other ways of getting students to self-correct. For example, a teacher might simply repeat what a student has just said, using a questioning voice to signal to the student that something was wrong with it.

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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. In the class we observed, the teacher asked individual students questions about themselves. The questions contained a particular grammar structure. Later, the students were able to ask each other their own questions using the same grammatical structure.

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This technique has already been discussed in the Grammar-Translation Method, but differs in its application in the Direct Method. 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

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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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The class included one example of a technique used to give students listening comprehension practice. The students were given a map with the geographical features unnamed. Then the teacher gave the students directions such as the following, ‘Find the mountain range in the West.

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The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States. They could have done this from memory, or they could have used the reading passage in the lesson as a model.