INNOVATION IN 19TH CENTURY
• Shifted from reading comprehension, grammar, and literary
appreciation to oral proficiency
• Got interested in how children learn languages
• Did not place in the context of circles of education ⇨ lacked
wider dissemination, acceptance, and implementation
⇨ The end of 19th century: widespread pedagogical reforms –
Reform Movement
THE REFORM MOVEMENT
PRACTICAL – MINDED LINGUISTS
Henry Sweet
Wilhelm Viëtor,
Paul Passy
PRINCIPLES
1. The spoken language is primary; oral- based methodology
2. Phonetics should be applied to teaching and to teacher
training
3. Learners should hear the language first, before seeing it in
written form
4. Words should be presented in sentences, and sentences
should be practiced in meaningful contexts.
5. Grammar should be taught inductively.
6. Translation should be avoided
DIRECT METHOD
Tran Thuy Hang
TIMELINE OF TEACHING METHODS
Method is widely used or popular
……………. Limited used, in some special cases, or specific region
1900 1920 1930 1940 1950 1960 1970 1980 1990 2000
10
………………….
GRAMMAR TRANSLATION
……………..
DIRECT METHOD
CONTENTS
1. INTRODUCTION
2. BASIC PRINCIPLES
3. TECHNIQUES
4. ADVANTAGES
5. DISADVANTAGES
INTRODUCTION
Grammar Translation Method
Communicative ability
Language is presented in context
Native language is avoided
DIRECT METHOD
- Was developed by Maximilian Berlitz toward
the end of the 19th century
- Argued that a foreign language can be taught without
translation
DIRECT METHOD
REFORM
ANTI-
GRAMMATICAL
METHOD
MEDTHOD
PHONETICAL
NATURAL METHOD
METHOD
DIRECT METHOD
It has the name "DIRECT” because meaning is conveyed
DIRECTLY with the TARGET LANGUAGE without
translation in to the native language.
NATIVE TARGET
Concept LANGUAGE LANGUAGE
- Demonstration
- Visual aids
1. What are the goals of teachers who use this method?
2. What is the role of the teacher? What is the role of the students?
3. What are some characteristics of the teaching/learning process?
4. What is the nature of student–teacher interaction? What is the
nature of student– student interaction?
5. How are the feelings of the students dealt with?
6. How is language viewed? How is culture viewed?
7. What areas of language are emphasized? What language skills
are emphasized?
8. What is the role of the students’ native language?
9. How is evaluation accomplished?
10. How does the teacher respond to student errors?
DIRECT METHOD
12 BASIC PRINCIPLES
BASIC PRINCIPLES
[Link] instruction = target language
Never translate demonstrate
BASIC PRINCIPLES
2. Only everyday vocabulary
and sentences are taught.
Basic vocabulary
BASIC PRINCIPLES
3. Concrete vocabulary is taught = demonstration, objects (REALIA),
and pictures
Abstract vocabulary is taught = association of ideas
EXAMPLE:
Teaching different texture: soft, furry,
hard, metallic, etc.
Teach the adjectives’ meaning by
having students put their hands on the
objects with different texture to feel
an object and describe it.
BASIC PRINCIPLES
Teaching simple present tense
4. Grammar is taught • Students are given with examples:
inductively I watch TV everyday.
We learn English every Tuesday.
My parents do morning exercise everyday.
You look so beautiful.
John always washes his hands before meals.
- Give no rules She likes playing the piano in the morning.
It rains a lot these days.
- Sts figure out the rules
• Students figure out the rules
I/you/we/they + V + O
He/she/it + V(s/es) + O.
BASIC PRINCIPLES
5. New teaching points
are introduced orally
BASIC PRINCIPLES
6. Speech and
listening were taught
BASIC PRINCIPLES
7. Correct pronunciation and grammar are emphasized
BASIC PRINCIPLES
8. Teacher gets students check their own errors by asking
questions
learning by self- correction
Example :
S: there is 5 people in my family.
T: there is or there are?
S: there are 5 people in my family.
BASIC PRINCIPLES
9. The syllabus is based on situations or
topic, not usually on linguistic structures.
Contextual / topical teaching
Eg. Students learn how to read a map
Students learn how to ask price in a shop.
BASIC PRINCIPLES
10.
- Sts learn to think in target
language as soon as possible.
Not memorization but
production
BASIC PRINCIPLES
11. Teacher’s role and STS’ role
STS are less passive
T and STS are like partners
12. Interaction
Teacher Students( teacher – directed)
Students Students
HOW CAN YOU TEACH THE FOLLOWING WORDS
WITH DIRECT METHOD?
- Cold
- Builder
- Wet
- Amusing
- Wash ( clothes)
- Virus
- Worried
TECHNIQUES
GETTING
READING Q& A STUDENTS TO
ALOUD EXERCISE SELF- CORRECT
CONVERSATION FILL-IN-BLANK
DICTATION
PRACTICE EXERCISE
MAP PARAGRAPH
DRAWING WRITING
TECHNIQUES
Lesson: LOOKING AT A MAP
Level: elementary ( primary school)
READING ALOUD
- Sts take turn reading sections of a passage, play, dialogue out loud
We are looking at a map of Vietnam(1). China is the country to the north of Vietnam
(2). Laos, Thailand and Cambodia are the countries to the west of Vietnam.(3) Laos
is between Thailand and Vietnam.(4) On the North East coast is the Gulf of Tonkin .
(5)On the South East coast is the East sea (South China sea) and on the South
West coast is the Gulf of Thailand. (6) The Mekong is very long, it goes through
Laos, Thailand, Cambodia and Vietnam, then flows into the East Sea.(7)The
Mekong Delta is in the south of Vietnam.
QUESTION ANS ANSWER ERXERCISE
- Teacher asks questions -> students answer in full sentences
- Students can ask questions
GETTING STUDENTS TO SELF- CORRECT
By
- Asking STS to make a choice between what they said and an
alternative answer he supplied.
- Or by repeating what student has said, using a questioning voice to
signal the student that something was wrong with it.
- Stopping just before the answer -> student knows that the next word
is wrong.
FILL-IN-BLANK EXERCISE
1. The Gulf Tokin is _______ the North East coast.
2. Cambodia is _________ the west of Vietnam.
3. We are looking _________ the map of Vietnam.
4. Laos is _______ Vietnam and Thailand.
5. Mekong delta is _____ the south of Vietnam.
- All the items are in target language
- No explicit grammar rules would be applied
- Sts have to induce the grammar rules.
CONVERSATION PRACTICE
STS ask each
STS answers in other the same
full sentences questions
Teacher ask Sts a
number of
questions = target
language
DICTATION
Teacher reads the passage 3 times
- 1st: normal speed –Sts listen
- 2nd: read the passage phrase by phrase
- 3rd: read with normal speed, students
check their work.
DICTATION
Hanoi is the capital of Vietnam. It is
in the center of Red river delta. In
the north of Hanoi is Thai Nguyen
and Vinh Phuc. In the south of Hanoi
is Hanam and Hoabinh. BacGiang
and Bac Ninh are on the East of
Hanoi.
MAP DRAWING
- Practice listening comprehension
- Sts are given a map without labeled
features
- Sts the ask the teacher to do the same
thing with a map
- Each student has a turn giving teacher
instructions
MAP DRAWING
Teacher gives instructions:
1. Find Cambodia on the map. It is on the south west of
Vietnam
2. Find the gulf of Thailand, write the name on the map, it
is on the South west coast.
3. Draw the Mekong river on the map. It goes through Lao,
Thailand and Cambodia to get Vietnam
Students gives instructions:
PARAGRAPH WRITING
Students are asked to write a
paragraph in their own words.
ADVANTAGES
❖DM is suitable for private language schools.
❖DM provides an interesting ways of learning English
through activities
❖DM is successful in developing the skill of listening and
speaking in young children in elementary school because
they have great ability to mimic.
DISADVANTAGES
⮚STS have to pay high prices for small classes, individual
attention and intensive study.
⮚DM is not suitable for public schools with constraints of
budget, classroom size and teacher background.
⮚DM demands tremendously on the teachers. They should be
fluent in L2 and resourceful in order to make the meaning
clear in a variety of ways without L1.
⮚Only highly intelligent students can profit from this method.
Less talented ones cannot make a direct association
between foreign phrases and situations.
Group presentation
1. Choose a particular situation( such as at a bank, at the railroad
station, or at the doctor’s office) or a particular topic ( such as
article of clothing, holidays, or weather) and write a short
passage or a dialogue on the theme you have chosen. Now
think about how you will convey its meaning to students without
using their native language.
2. Select a grammar point form the passage. Plan how you will
get students to practice the grammar point. What examples can
you provide them with so that they can induce the rule
themselves? Practice writing and giving a dictation as well.
Thank you!