Direct Method

Natural Method, Phonetical Method, Anti-Grammatical Method, Reform

Method

Group Members:
Cheong Zi Hoong
Izzaida Fadhya binti Che Ibrahim
Khirol Azuddin bin Amir Noordin
Tee Xin Long
 Background of DM
Developed as a response to GTM
GTM was not helpful to cater for communicative ability
Aim to immerse the learner in the same way L1 is learnt
Theoretical assumption: language can only be learnt
through demonstration
Learning of L2 was seen as parallel to the acquisition of
L1
 Principles of DM
1. Classroom instruction is in the target language.
No mother tongue. No translation.
NEVER TRANSLATE. DEMONSTRATE.
2. Only everyday vocabulary and sentences are taught.
Basic vocabulary is given first.
Vocabulary is taught through known words, realia, visual aids, or
pantomiming.
 Principles of DM
3. Grammar is taught inductively.
An explicit grammar rule is never given.
NO RULES. FIGURE OUT THE RULES.
4. New teaching points are introduced orally.
DM focused a lot in oral aspects as to cater the communicative
ability.
 Principles of DM
5. Students self-correction.
When they made mistakes, teacher offered a second chance by
giving a choice.
6. Correct pronunciation is emphasized.
Native-like pronunciation.
7. Students should learn to think in the target language
ASAP.
They need to learn how to ask questions as well as answer them.
 Technique of DM
1. Q&A.
The teacher asks questions and the students answer. (of course in
the target language).
2. Dictation.
A suitable text is read aloud by the teacher. Teacher reads the
passage three times.
3. Reading Aloud.
Students take turn to read sections of a text, play, or dialogue out
loud.
 Technique of DM
4. Map Drawing
Students are given a map without label, then they label it by
using the directions given by the teacher.
5. Paragraph Writing
The students are asked to write a passage in their own words.
Teaching situation and belief related
to DM
DM prohibits the usage of first language.
Very hard to follow.
Preparation for this method can be time-consuming.
Syllabus need to be covered, and examination can determine
teachers effectiveness as well.
Constraints of budget, classroom size, time, and teacher background.
Slow learners may suffer a lot from this.
Greater emphasis on written language for SPM, but may prove to be
helpful for communicative aspect in the future (e.g. workplace).
 Is dictation a valuable activity?
As DM focuses on the oral aspects of a language, yes,
dictation can be a valuable activity.
An activity that can integrate all the four skills:
Listening: as the passage is dictated for students to transcribe
Writing: when students write down the dictated material
Reading: as a follow-up activity, students may read the passage first
silently to check for mistakes, then loudly to practise pronunciation
Speaking: when the passage is used as a starting point for a
discussion activity
 Is dictation a valuable activity?
However, it may cause fear towards learners who are
easily frightened, or insecure.
It can be boring, old-fashioned, and too teacher-centred.
 Should grammar be presented
inductively?
Yes.
It makes the learning more active in the learning process, rather
than them being a passive recipient.
Increased engagement with the activity may help the learners to
develop deeper understanding.
Promote the strategy of noticing in the student, and enhance
learner autonomy and motivation.
Fit the students in this era where learners are more active and
self-directed.
Which DM techniques will be useful
to your own teaching?
Q&A.
Perhaps for a long-term objective.
Current situation: too many learners who have difficulty to communicate in
real world.
E.g. : SPM leavers when applying for new jobs, couldnt pass the test due to
lack of communication proficiency although their written language might be
good, so having the basic in answering questions may be helpful for them.
Q&A can also allow the learners to practise new words and grammatical
structures they had learnt.
Useful at all levels of education