The Direct Method, developed in the late 19th century by figures like Maximilian Berlitz, emphasizes teaching a foreign language through oral skills and direct association with meaning, rather than translation. It advocates for an immersive approach that avoids grammar-focused instruction and encourages the use of simple vocabulary and situational grammar teaching. While effective for promoting speech and contextual learning, it requires skilled teachers and can be challenging to implement in public schools.

2. Direct Method
It is also known as:
Natural
method
Reform
method
Phonetic
method
Berlitz method
Anti-
grammatical
method
Conversational
method

3. Background of Direct method
O The principle advocates were Pendergast and
Sauveur, who proposed what they called ‘Natural
method’, that suggested radical change from
‘Grammar translation method.’ This ‘Natural
method’ is now called ‘Direct method.’
O Towards the end of 19th century, ‘Direct method’
was developed by Maximilian Berlitz and
therefore is also called ‘Berlitz method.’

4. Background of Direct method
O One source might be Passy’s 1899
publication “De La methode directe danc
l’enseigment des langues vivantes.”
O Those who pioneered direct method were
from ‘Reform School’ and were
‘Phoneticians’ the same people who
founded the ‘Phonetic Teachers’
Association in 1886 and the ‘International
Phonetic Association’ in 1897.

5. O Direct method places stress on oral ability
and teaching the language ‘directly’ rather
than ‘about it.’
O According to this method:
“Meaning should be connected directly
with the target language without
translation into the native language.”
Meaning
Target
language

6. Purpose of Direct method
O To learn the foreign language without
translation.
O To emphasize the importance of sounds,
simple sentences and direct association of
language with learner and his/her
environment.

7. (1)Use everyday vocabulary and
structure.
(2)Teach grammar inducvtively and by
situation.
(3)Teach orally grammar and vocabulary.
(4)Teach concrete meanings through
pictures, objects etc and abstract
meanings through association of ideas.
(5)Emphasize correct pronunciation.

8. (1)Never translate: demonstrate.
(2)Never make a speech: ask questions.
(3)Never speak with single words: use
sentences.
(4)Never use the book: use your lesson
plan.
(5)Never jump around: follow your plan.
(6)Never speak too much: make student
speak much.

9. According to Kelly, five steps by J.F.Herbart were the
basis of the teaching practice of the direct method,
which are as follows:
1.Preparation 2.Presentation 3.Association
4.Systematization 5.Application

10. Techniques
in the direct
method
Q/A
exercise
Dictation
Fill in
blanks
exercise
Student
self-
correction
Map-drawing
Reading aloud
Conversation
practice

11. Difference
O GTM
O Language is learnt through
rules.
O Vocabulary is learned
through translation of L1.
O Primary skills to be
improved: reading and
writing.
O Direct method
O Language is learnt directly
through speaking.
O Vocabulary is learned
through practice.
O Oral communication skills
are built up carefully.

12. Advantages
O It teaches the language and not about the
language.
O Only the target language is used and the
learning is contextualized.
O It emphasizes on speech, and thus
becomes a really attractive method for
those who have needs of real
communication in the target language.

13. Drawbacks of ‘Direct method’
O It required teachers who were native
speakers or who had native like fluency in
the foreign language.
O It was largely dependent on teacher skills,
rather than on a textbook.
O This method demanded more time.
O it was hard for public schools to integrate
it.

14. Cognitive-code and Direct method
Cognitive code:
O Focus: It’s focus is
on grammar rules.
O Characteristics:
English grammar
rules deduced and
then understood in
context.
Dir ect method:
O Focus: It’s focus is
on everyday spoken
language.
O Characteristics:
Students learn by
association of
meanings directly in
English.