University of Algiers2 / Department of English (2024-2025) / 3 LMD Didactics/ S5
Groups: G2 / G3 / G12 / Mrs. HAMADOUCHE
Teaching Methods (Traditional Methods)
The Direct Method
The Direct Method (DM) appeared in the late 19th and early 20th cent. It is used
when the goal of instruction became learning how to use another language to
communicate. Since the Grammar-Translation Method was not very effective in
preparing students to use the target language communicatively, the D M
became popular. The D M has one very basic rule: No translation is allowed. In
fact, this method received its name from the fact that meaning is to be conveyed
directly in the target language through the use of demonstration and visual aids,
with no recourse to the students’ native language.
The Principles of the Direct Method:
1/ Reading in the target language should be taught from the beginning of
language instruction; however, the reading skill will be developed through
practice with speaking. Language is primarily speech.
2/ Objects (e.g. realia or pictures) present in the immediate classroom
environment should be used to help students understand the meaning.
3/ The native language should not be used in the classroom.
4/ The teacher answers the students’ questions by drawing on the whiteboard or
giving examples. The teacher should demonstrate, not explain or translate. It is
desirable that students make a direct association between the target language
form and meaning.
5/ Students should learn to think in the target language as soon as possible.
Vocabulary is acquired more naturally if students use it in full sentences, rather
than memorizing word lists.
6/ The purpose of language learning is communication (therefore students need
to learn how to ask questions as well as answer them).
7/ Pronunciation should be worked on right from the beginning of language
instruction.
8/ Self-correction facilitates language learning.
9/ Lessons should contain some conversational activity—some opportunity for
students to use language in real contexts. Students should be encouraged to
speak as much as possible.
10/ Grammar should be taught inductively. There may never be an explicit
grammar rule given.
11/ Writing is an important skill, to be developed from the beginning of
language instruction.
12/ The syllabus is based on situations or topics, not usually on linguistic
structures.
13/ Learning another language also involves learning how speakers of that
language live.
Explanation:
-Teachers’ goals:
Teachers who use the Direct Method intend that students learn how to
communicate in the target language. In order to do this successfully, students
should learn to think in the target language.
-The teacher’s role / the students’ role:
Although the teacher directs the class activities, the student role is less passive
than in the Grammar-Translation Method. The teacher and the students are more
like partners in the teaching–learning process.
-Some characteristics of the teaching/learning process:
Teachers who use the Direct Method believe students need to associate meaning
with the target language directly. In order to do this, when the teacher introduces
a new target language word or phrase, he/she demonstrates its meaning through
the use of realia, or pictures; he/she never translates it into the students’ native
language. Students speak in the target language a great deal and communicate as
if they were in real situations. In fact, the syllabus used in the Direct Method is
based upon situations (for example, one unit would consist of language that
people would use at a bank, another of the language that they use when going
shopping) or topics (such as geography, money, or the weather). Grammar is
taught inductively; that is, the students are presented with examples and they
figure out the rule or generalization from the examples. An explicit grammar
rule may never be given. Students practise vocabulary by using new words in
complete sentences.
-The nature of student–teacher interaction / student–student interaction
The initiation of the interaction goes both ways, from teacher to students and
from students to teacher, although the latter is often teacher-directed. Students
converse with one another as well.
-Language is primarily spoken, not written. Therefore, students study common,
everyday speech in the target language. They also study culture consisting of the
history of the people who speak the target language, the geography of the
country or countries where the language is spoken, and information about the
daily lives of the speakers of the language.
-Vocabulary is emphasized over grammar. Although work on all four skills
(reading, writing, speaking, and listening) occurs from the start, oral
communication is seen as basic. Thus the reading and writing exercises are
based upon what the students’ practice orally first. Pronunciation also receives
attention right from the beginning of a course.
-The students’ native language should not be used in the classroom.
-The teacher, employing various techniques, tries to get students to self-correct
whenever possible.
Some Techniques of the Direct Method:
• Reading Aloud
• Question and Answer Exercise
• Getting Students to Self-correct
• Conversation Practice
• Fill-in-the-blanks Exercise
• Dictation
• Map Drawing
• Paragraph Writing