DIRECT METHOD
&
COMMUNICATIVE
APPROACH
DIRECT METHOD
INTRODUCTION
• Established in Germany and France around 1900, it
was developed as a reaction of dissatisfaction to the
grammar-translation approach.
• Also known as: Reform Method, Natural Method,
Phonetical Method or Antigrammatical Method.
FEATURES
- Primacy of spoken words.
- Only use of the target language.
- Lots of oral interaction, spontaneous use of language
presenting material orally with actions or pictures or even
pantomiming (realia)
- L2: imitation of first language learning as a natural way.
- Printed word kept away.
- Writen word delayed after printed word.
- Translating skills avoided / Grammar taught
inductively.
- Everyday vocabulary and sentences.
* Concrete vocabulary through demonstration, objects, pictures.
* Abstract vocabulary taught through association of ideas.
- The culture associated with the target language is also
taught inductively.
- Focused on question-answer patterns.
- Teacher centeredness.
ADVANTAGES
Only use the target language.
It’s a communicative and oral method.
Improve the communicative skills (great fluency).
Importance of phonetics.
It contributes to have an active ambient.
DISADVANTAGES
Only use oral language.
Children don´t acquire the L2 as the MT because they don’t live
in an immersion ambient.
Objection to use written word.
It rejects use of the printed word but this is illogical since L2
learner has already mastered his reading skills.
To avoid translating explanations can become
cumbersome and time-consuming.
Lack of adequate grade and structure in materials - no
selection, grading or controlled presentation of vocabulary
and structures.
Teacher centeredness.
Children need to have enough maturation level. But on
the other hand, older children would find it nonsential.
All this limits proposed a substantial change in
methodology introducing later “the audio-lingual method”.
When it is convenient
Not really suitable in childhood education
because they need enough maturation level to
achieve expected objectives.
Useful along Primary School, but not really in
Secondary because they have already learned
basic concepts and know how to handle
situations.
EXAMPLE :
A DAY IN THE MARKET…!
• We ask our pupils to bring from their homes something they eat
everyday, to prepare a supermarket in class. We will have fruits,
vegetables, legumes, sugar, bread, cereals, milk, fruit juices,
water, biscuits, and others.
• It can be a funny and interesting activity to work in class:
– Everyday vocabulary with real products.
– Ways of asking and answering questions.
– Greetings and gratitudes.
– Numbers and amounts.
• Depending on the level, we will increase or reduce our objectives.
COMMUNICATIVE
APPROACH
Language as a medium of
communication
INTRODUCTION
Communication is the aim of the language learning. It is more
important than grammar rules and correctness.
It started in 60´s and 70`s as a reaction against the grammar
translation method. This approach is a part of comprehensive
school; it is a way of giving an egalitarian education.
The goal is acquire communicative competence. In order to foster
communicative competence the teacher has two main roles:
– Facilitator of communication process in the classroom
– Actor as an independent participant within the learning-teaching group.
The teacher is also expected to act as a resource, an organizer of
resources, a motivator, a counsellor, a guide, an analyst, and a
researcher.
FEATURES
Interaction in the target language.
Learning languages for true communication.
Take into account needs of different pupils
Use of authentic resources : text, films, songs…
(sometimes the teacher needs to adequate them)
Closeness to students’ personal experience and
knowledge.
Communication embraces a whole spectrum of
functions and notions
Use the language as a 'message' level communication
instead of use the language as a 'medium'
Errors are considered as a natural part of
learning language. Constant correction is
unnecessary and even counter-productive-
Use of idiomatic/ everyday language (even
slang words). This is kind of language used in
communication between people.
Primacy of oral work. Emphasis on oral and
listening skills in the classroom.
ADVANTAGES
It is focused in communicative competence.
That is useful for the real life and students can
be more motivated. Funnier lessons.
More pupil orientated: they can learn what they
need and want. (teacher as a guide and
organizer of resources).
You acquired grammar rules in use, as a need.
This way is easier and efficient.
DISADVANTAGES
Correctness is not the most important ability.
(vs fluency)
In a non English speaking country it is difficult
to link the classroom language learning with
language activities outside the classroom.
(artificial situation)
For the teacher is harder to plan lessons
(functions/notions: disorder impression of the
syllabus)
The teacher has to make an effort to
understand students` errors, especially when
he is native speaker of the target language.
When it is convenient
It is very useful for first levels because students
can use the language since the first day.
It is best approach for immersion programmes.
It helps to create activities to get more dynamic
lessons, although the teacher is forced to use a
bad text book.
EXAMPLE
Find out someone in your class who:
1. has had a problem with the police
2. has met a famous person
3. has had a dream that later came true
4. has been on a terrible date
5. has gotten a tattoo
6. has eaten something disgusting (in a foreing
country)
7. has won something (for example, the lottery.
a contest)
8. has been to a casino
