The Direct Method
John Locke (Thoughts concerning education, 1693) says:
“People are accustomed to the right way of teaching language, which is by talking it into children in constant conversation, and not by grammatical rules”
There were many in the 19th century who tried to apply natural principles of learning language, as a child does, to the second language classroom. Among those who tried was L. Sauveur (1827 –1907), who used intensive interaction in the target language, using questions as a way of presenting and eliciting language.
Many, like Saveur, believed that a foreign language could be taught without translation or the native language if meaning was given through demonstration and action. German scholar Franke believed that rather than use analytical procedures that focus on grammar rules, teachers must encourage direct use of the language. Learners should then be able to induce rules of grammar.
These principles became known as the Direct Method and became popular in America through Sauveur’s and Maximillian Berlitz’s commercial language schools. In practice, the Direct method stood for the following principles and procedures:
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built-up in a carefully graded progression organised around
John Locke (Thoughts concerning education, 1693) says:
“People are accustomed to the right way of teaching language, which is by talking it into children in constant conversation, and not by grammatical rules”
There were many in the 19th century who tried to apply natural principles of learning language, as a child does, to the second language classroom. Among those who tried was L. Sauveur (1827 –1907), who used intensive interaction in the target language, using questions as a way of presenting and eliciting language.
Many, like Saveur, believed that a foreign language could be taught without translation or the native language if meaning was given through demonstration and action. German scholar Franke believed that rather than use analytical procedures that focus on grammar rules, teachers must encourage direct use of the language. Learners should then be able to induce rules of grammar.
These principles became known as the Direct Method and became popular in America through Sauveur’s and Maximillian Berlitz’s commercial language schools. In practice, the Direct method stood for the following principles and procedures:
1. Classroom instruction was conducted exclusively in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built-up in a carefully graded progression organised around
question-and-answer exchanges between teachers and students in small, intensive classes.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects and pictures; abstract
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration, objects and pictures; abstract
vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasised.
These principles are seen in the following guidelines for teaching oral language which are still followed in contemporary Berlitz schools:
Never translate: demonstrate
Never explain: act
Never make a speech: ask questions
Never imitate mistakes: correct
Never speak with single words: use sentences
Never speak too much: make students speak much
Never use the book: use your lesson plan
Never speak too quickly,
7. Both speech and listening comprehension were taught.
8. Correct pronunciation and grammar were emphasised.
These principles are seen in the following guidelines for teaching oral language which are still followed in contemporary Berlitz schools:
Never translate: demonstrate
Never explain: act
Never make a speech: ask questions
Never imitate mistakes: correct
Never speak with single words: use sentences
Never speak too much: make students speak much
Never use the book: use your lesson plan
Never speak too quickly,
slowly or loudly: speak normally
Never be impatient: take it easy
Adapted from: p.11 & 12 Richards & Rodgers 2001 Approaches & Methods in Language Teaching Cambridge
Never be impatient: take it easy
Adapted from: p.11 & 12 Richards & Rodgers 2001 Approaches & Methods in Language Teaching Cambridge
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