The document discusses the history and principles of the Direct Method approach to teaching foreign languages. It was developed in the 1880s as an alternative to the Grammar Translation Method that did not require translation or explanation in the native language. Key principles included using only the target language, avoiding grammar explanations, focusing on speaking and listening, and learning vocabulary through real-world objects. While it emphasized communication, critics argued it did not reflect how native languages are learned and was difficult to implement widely.

1. “Teachers in school and
college who make no use of
the direct method ought to
lose their jobs.”
(Dr. Wm R Price, cited in Skidmore, 1916)

2. What is direct in the
Direct Method?

3. Meaning
Target
language
L1

4. The Direct Method

5. History
● As a complete departure from GTM
● Based on Gouin’s observations on children
learning language in natural settings in
1880s.
● Popular in Europe and America until 1920s.

6. Objective
● Learning L2 is like learning L1 (without
translation and explanation)
● To use another language to communicate.

7. Principles
● No translation
● No native language
● No grammar
● Demonstration is prefered to explanation
and translation
● Self-correction over teacher-correction

8. Principles
● To Read, Write, Speak, and Think in the
target language.
● Focusing on pronunciation
● Grammar learned inductively
● Learning how people of the target language
live

9. Techniques
● Reading Aloud
● Question and Answer Exercise
● Getting Students to Self-correct
● Conversation Practice
● Fill-in-the-blank Exercise
● Dictation
● Map Drawing
● Paragraph Writing

10. Strengths
● Great emphasis on speaking and listening.
● Students learn the language, not about the
language.
● Increase students’ interests
● Teaching vocabulary through realias

11. Drawbacks
● L2 learning == L1 learning
● Difficult to implement in public secondary
school education (class size, teacher
training, time limit)
● Favoring native teachers.
● Time-wasting
● Largely depend on teachers’ skills
● No systematic structural practice.

12. Questions for Discussion
1. Does it make sense that Students’ L1 should
not be used to give meaning to the target
language?
2. What can culture be taught in language
classrooms?
3. Think of an way a teacher can use to get
students to self-correct.
4. Are there any techniques that you will (or
not) use? Why or why not?

13. References
● Ariza, E., Morales-Jones, C., M., Yahya, N., & Zainuddin, H. (2010).
Fundamental of Teaching English to Speakers of Other Languages in K-12
Mainstream Classrooms. Dubuque, IA: Kendall Hunt.
● Richards, C., & Rodgers, T. S. (2001). Approaches and Methods in
Language Teaching: A Description and Analysis. Cambridge: Cambridge
University Press.
● Skidmore, M. (1916). The direct method. Modern Language Journal, 1 (6),
215-225.