ppt on direct learning method

1. METHODS OF
LANGUAGE LEARNING
DIRECT METHOD
Present by
Anjali Randhawa
Roll no. 08

2. DIRECT METHOD

3. CONTENTS
● History
● Direct method
● Principles of direct method
● Role of students
● Role of teacher
● Techniques
● Advantage if direct methods
● Disadvantages of direct method
● Drawbacks
● Conclusion

4. Direct method
The direct method aims to provide language learners with practical use
of language.
Knowing a language means being able to speak it.
The Berlitz Method The Natural Method
The Anti-Grammatical
MEthod
The Reform Method

5. History
● The direct method was developed as a reaction to the Grammar-Translation
method.
● Language teaching expert F. Gouin and other reformers created a method
based on observations of child language learning.
● Maximilian Berlitz developed the Direct Method in the late 19th century in
Europe to enhance communication among nations.
● The method emphasizes using language naturally, like how a baby learns its
mother tongue.

6. Principles of Direct
Method
● Classroom instruction is conducted in the target language.
● Grammar is taught inductively.
● Only everyday vocabulary is taught.
● Concrete vocabulary is taught using real objects, while abstract vocabulary is
introduced through pictures and associations.
● Learners actively use the language in realistic everyday situations.
● New teaching points are introduced through practice.
● Students take an active role as both observers and practitioners.

7. Role of the Students
● The teacher and the students are more like partners in the teaching/learning
process.
● The students' role in the direct method is the active learner.
● The students are also the observer and practitioner.

8. Role of the Teachers
● The teacher acts as a demonstrator, never translating but using real objects,
pictures, and actions to explain meanings.
● The teacher directs class activities, ensuring student participation.
● The focus is on teacher-student interaction rather than student-student
interaction.

9. ● Students were encouraged to think in the target language.
● Speaking was taught first before reading or writing.
● Grammar was taught inductively.
● The syllabus was based on situations or topics.
● Classroom activities were carried out only in the target language.
● Emphasis is put on correct pronunciation and grammar.
● Both speech and listening comprehension were taught.
● Not memorization but production.

10. ADVANTAGES OF
DIRECT METHOD
● Learners have an active role.
● Learning is contextualized.
● It follows the natural order of L1 acquisition: listening speaking reading
→ → →
writing.
● Emphasizes speaking as an essential skill.
● Avoids the unnatural blocking of the communication process by translation.

11. TECHNIQUES
● Reading loud
● Question and answer exercise
● Student self-correct
● Conversation practice
● Fill-in-the-blank exercise
● Dictation
● Map drawing
● Paragraph writing

12. DISADVANTAGES OF
DIRECT METHOD
● Learning L2 is not like learning L1.
● The child learning L1 has no previous language learning experience, but the
learner learning L2 does.
● There is little systematic structural practice.
● Learners run the risk of inducing incorrect rules.
● The method can be effectively used only by teachers who are native speakers.
● The learner is confronted with unstructured situations too soon.
● A great deal of teacher-energy is required.

13. ● Learner learns the language, not about the language.
● Lively classroom procedures motivate the learner.
● The teaching of vocabulary through realia brings authenticity into the
classroom.
● The emphasis on speech makes it attractive for those who need real
communication in L2.

14. CONCLUSIONS
● The direct method is effective for teachers to use English in the classroom.
● Students understand better as this method enhances communication skills.
● Focuses on listening skills.
● Suitable for small-sized classes