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From "Approaches and Methods in Language Teaching" By J.C. Richards and T.S. Rodgers.

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Direct method in teaching a language is directly establishing an immediate and audio visual association between experience and expression, words and phrases, idioms and meanings, rules and performances through the teachers' body and mental skills, without any help of the learners' mother tongue.

1. Direct method of teaching languages aims to build a direct way into the world of the target language making a relation between experience and language, word and idea, thought and expression rule and performance.

2. This method intends for students to learn how to communicate in the target language

3. This method is based on the assumption that the learner should experience the new language in the same way as he/she experienced his/her mother tongue without considering the existence of his/her mother tongue

No translation

Concepts are taught by means of objects or by natural contexts through the mental and physical skills of the teacher only.

Oral training helps in reading and writing listening and speaking simultaneously.

Grammar is taught indirectly through the implication of the situation creation

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A lot of physical manipulation and action;
Teacher’s words followed by actions served as visual aid;
Large pictures as visual examples;
Instructors give commands to students in the target language with body movements, and students respond with whole-body actions.

Emphasis on listening to language development;

Students are not forced to speak. Teachers wait until students acquire enough language through listening that they start to speak spontaneously.

At the beginning stages of instruction students can respond to the instructor in their native language.

The ultimate goal of the method is to develop oral fluency.

Asher sees developing listening comprehension skills as the most efficient way of developing spoken language skills.

When should I use it?
TPR can be used to teach and practise many things.

Vocabulary connected with actions (smile, chop, headache, wriggle)

Tenses past/present/future and continuous aspects (Every morning I clean my teeth, I make my bed, I eat breakfast)

Classroom language (Open your books)

Imperatives/Instructions (Stand up, close your eyes)

Storytelling

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developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s.

=> Based on Krashen's Monitor theory. Students were not expected to produce output immediately; they should go through a period of understanding first.
=> Magazine pictures and other visual and kinesthetic aids were used as an elicitation device in the listening comprehension and early production stages.

Naturalistic language acquisition in a classroom setting;

Emphasis on communication, not on grammar;

A stress-free learning environment;

Language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.

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The basic unit of language became not the sentence, but the communicative act. Function rather than form, and meaning rather than pattern determine the designing of materials. Communicative competence rather than grammatical competence is the goal. Language is tentatively subdivided in areas according to functionality.

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A Total Physical Response (TPR) class demonstration

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A Total Physical Response (TPR) class demonstration

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Total Physical Response (TPR) - Teacher Training film no. 8

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The Silent Way is a language-teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching method. Gattegno introduced the method in 1963, in his book "Teaching Foreign Languages in Schools: The Silent Way".

=> Use of a structural syllabus;
concentrates on teaching a small number of functional and versatile words;
=> Translation and rote repetition are avoided;
=> Language is usually practiced in meaningful contexts;
=> Evaluation is carried out by observation;
=> Teacher may never set a formal test.

Principles:

1.   Teachers should concentrate on how students learn, not on how to teach;

2.   Imitation and drill are not the primary means by which students learn;

3.   Learning consists of trial and error, deliberate experimentation, suspending judgement, and revising conclusions;

4.   In learning, learners draw on everything that they already know, especially their native language;

5.   The teacher must not interfere with the learning process.

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Jack C. Richards on Communicative Language Teaching

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Social Cognitive Models of Health Behavior

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first video opening presentation-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Video 6: What have we learned?: Direct Approach - A Study in Contrasts: The Grammar Translation and Direct Approach | Coursera

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Video created by Arizona State University for the course "Ensine Inglês Já! Teorias de Aquisição de Segunda Língua". Learners go back in time to visit 1880 and 1910 to speak with teachers from the Grammar Translation and the Direct approaches. In ...

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Short review: The oral approach and situational language teaching method.

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Short review: The oral approach and situational language teaching method.

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Short review: The oral approach and situational language teaching method.

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The Oral Approach & Situational Language Teaching

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The Oral Approach & Situational Language Teaching

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TEFL - The Oral Approach & Situational Language Teaching

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The Oral Approach and Situational Language Teaching By: SHEILA WIJAYANTI @Sheila_Chei English Education Department Jember University