The Direct Method Introduction As with the Grammar-Translation Method, the Direct Method is not new. Its principles have been applied by language teachers for many years. Most recently, it was revived as a method 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 Direct Method became popular. ‘The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives 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. ‘We will now try to come to an understanding of the Direct Method by observing an English teacher using it in a scuola media (lower-level second- ary school) class in Italy. The class has 30 students who attend English class for one hour, three times a week. The class we observe is at the end of its first year of English language instruction in a scuola media. Experience ‘The teacher is calling the class to order as we find seats toward the back of the room. He has placed a big map of the USA in the front of the classroom. He asks the students to open their books to a certain page number. The lesson is entitled ‘Looking at a Map’ As the students are called on one by one, they read a sentence from the reading passage at the beginning of the lesson. The teacher points to the part of the map the sentence describes after each has read a sentence. The passage begins: We are looking at a map of the United States of America. Canada is the country to the north of the United States, and Mexico is the country to26 The Direct Method the south of the United States. Between Canada and the United States are the Great Lakes. Between Mexico and the United States is the Rio Grande River. On the East Coast is the Atlantic Ocean, and on the West Coast is the Pacific Ocean. In the east is a mountain range called the Appalachian Mountains. In the west are the Rocky Mountains. After the students finish reading the passage, they are asked if they have any questions. A student asks what a mountain range is. The teacher turns to the whiteboard and draws a series of inverted cones to illustrate a mountain range. Figure 3.1 The teacher drawing on the board to illustrate the meaning of ‘mountain range’ ‘The student nods and says, ‘I understand? Another student asks what ‘be- tween’ means, ‘The teacher replies, ‘You are sitting between Maria Pia and Giovanni. Paolo is sitting between Gabriella and Cettina. Now do you under- stand the meaning of “between”?’ The student answers, ‘Yes, I understand’ After all of the questions have been answered, the teacher asks some of his own. ‘Class, are we looking at a map of Italy?” ‘The class replies in chorus, ‘No!’ The teacher reminds the class to answer in a full sentence, ‘No, we aren't looking at a map of Italy’ they respond. ‘The teacher asks, ‘Are we looking at a map of the United States?” “Yes. We are looking at a map of the United States? ‘Is Canada the country to the south of the United States?”The Direct Method 27 ‘No. Canada isn’t the country south of the United States’ ‘Are the Great Lakes in the North of the United States?” ‘Yes. The Great Lakes are in the North? ‘Is the Rio Grande a river or a lake?” “The Rio Grande is a river? ‘It's a river. Where is it? ‘It’s between Mexico and the United States’ ‘What color is the Rio Grande on the map?” ‘It’s blue? ‘Point to a mountain range in the west. What mountains are they?” “They are the Rocky Mountains: ‘The question and answer session continues for a few more minutes. Finally, the teacher invites the students to ask questions. Hands go up, and the teach- er calls on students to pose questions one at a time, to which the class replies. After several questions have been posed, one girl asks, ‘Where are the Ap- palachian Mountains?’ Before the class has a chance to respond, the teacher works with the student on the pronunciation of ‘Appalachian’ Then he in- cludes the rest of the class in this practice as well, expecting that they will have the same problem with this long word. After insuring that the students’ pronunciation is correct, the teacher allows the class to answer the question. Later another student asks, ‘What is the ocean in the West Coast?” The teacher again interrupts before the class has a chance to reply, saying, ‘What is the ocean in the West Coast? ... or on the West Coast?’ The student hesi- tates, then says, ‘On the West Coast’ ‘Correct; says the teacher. ‘Now, repeat your question’ ‘What is the ocean on the West Coast?’ ‘The class replies in chorus, “The ocean on the West Coast is the Pacific’ After the students have asked about 10 questions, the teacher begins ask- ing questions and making statements again. This time, however, the ques- tions and statements are about the students in the classroom, and contain one of the prepositions ‘on, ‘at, ‘to, ‘in; or ‘between; such as, ‘Antonella, is your book on your desk?’ ‘Antonio, who is sitting between Luisa and Teresa?” ‘Emanuela, point to the clock’ The students then make up their own ques- tions and statements and direct them to other students. ‘The teacher next instructs the students to turn to an exercise in the lesson which asks them to fill in the blanks. They read a sentence out loud and sup- ply the missing word as they are reading, for example: The Atlantic Ocean is the East Coast. The Rio Grande is Mexico and the United States. Edoardo is looking the map.28 The Direct Method Finally, the teacher asks the students to take out their notebooks, and he gives them a dictation. The passage he dictates is one paragraph long and is about the geography of the United States. During the remaining two classes of the week, the class will: 1 Review the features of United States geography. 2. Following the teacher's directions, label blank maps with these geographical features. After this, the students will give directions to the ‘teacher, who will complete a map on the board. 3. Practice the pronunciation of ‘river? paying particular attention to the /1/ in the first syllable (and contrasting it with /i:/) and to the pronunciation of /r/. 4 Write a paragraph about the major geographical features of the United States. 5 Discuss the proverb “Time is money Students will talk about this is in order to understand the fact that Americans value punctuality. They will compare this attitude with their own view of time. Thinking about the Experience Let us make some observations about our experience. These will be in the column on the left. The principles of the Direct Method that can be inferred from our observations will be listed in the column on the right. ear tie incines 1 The students read aloud a passage Reading in the target language about the geography of the United should be taught from the beginning States of America. of language instruction; however, the reading skill will be developed through practice with speaking, Language is primarily speech. Culture consists of more than the fine arts (e.g. in this lesson we observed the students studying geography and cultural attitudes), 2 The teacher points toa partofthe Objects (e.g. realia or pictures) map after each sentence is read. present in the immediate classroom environment should be used to help students understand the meaning.The Direct Method 29 3. The teacher uses the target language to ask the students if they have a question. The students use the target language to ask their questions. 4 The teacher answers the students? questions by drawing on the whiteboard ar giving examples. 5 The teacher asks questions about the map in the target language, to which the students reply in a complete sentence in the target language. 6 Students ask questions about the map. 7 The teacher works with the students on the pronunciation of ‘Appalachian.’ 8 The teacher corrects a grammar error by asking the students to make a choice. 9 The teacher asks questions about the students; students ask each other questions. 10 The students fill in blanks with prepositions practiced in the lesson. 41 The teacher dictates a paragraph about United States geography. The native language should not be used in the classroom. ‘The teacher should demonstrate, not explain or translate. Itis desirable that students make a direct association between the target language form and meaning. 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. ‘The purpose of language leaming is communication (therefore students need to learn how to ask questions as well as answer them). Pronunciation should be worked on right from the beginning of language instruction. Self-correction facilitates language learning. 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. Grammar should be taught inductively. There may never be an explicit grammar rule given. Writing Is an important skill, to be developed from the beginning of language instruction.