Methdos

1.2 THE DIRECT METHOD
BACKGROUND
The Direct Method, also called the Natural Approach, developed towards the end of the 19th century. It represents are critical reaction to the teaching methods of the ancient Grammar Translation Method which produced knowledge about language rather than knowledge of language.
The general goal of the Direct Method is to provide learners with a practicallyuseful knowledge of language. They should learn to speak and understand the target language in everyday situations.
The historical background to the call for a new approach to the teaching of modern languages like French and English has both socio-economic and scientific aspects. On the social and economic level the industrialization of western European countries created a demand for a practicallyuseful knowledge in subjects like mathematics, physics, and modern languages. In Germany this gave rise to a new type of school called Realschule. Unlike the traditional grammar schools the new type of school catered mainly for children from the rising middle-classes. On the scientific side the call for the teaching of living languages like French and English was accompanied by the development of newlinguistic approaches to the study of language. One of the most prominent aspects of that development is the rise of phonetics and phonology as a new linguistic discipline with the creation of the International Phonetic Alphabet. At a time when teachers had no access to modern gadgets like tape recorders or videos this provided them with the first sound information on how to pronounce the targetlanguage words.

PRACTICAL PRINCIPLES
1. Classroom instructions are conducted exclusively in the target language.
2. Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase.
3. Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchangesbetween teachers and students in small, intensive classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.9. Student should be speaking at least 89% of the time during the lesson.
10. Students are taught from inception to ask questions as well as answer them.

USE OF THE TECNNIQUE
1. Q & A: The teacher asks questions of any nature and the students answer. In preparation for this activity the teacher models, extensively, the use of complete answers to questions. Once doing this activitythe teacher expects full sentences as answers to each question. Students can also be given the opportunity to ask the questions.
Objective: Experiment with words and sentence patterns to create interest and variety.
2. Dictation: The teacher chooses a grade appropriate passage from a book and reads the text aloud three times. The first time the passage is read the students only listen. The secondtime the passage is read it is read phrase by phrase, with the teacher pausing long enough for students to write down what they have heard. The third time the text is read, it is read at normal speed and the students check their work.
Objective: Listen attentively, courteously, and purposefully to a range of texts from a variety of cultural traditions for pleasure and information.
3. ReadingAloud: Students take turns reading sections of a passage, play, or dialog out loud. At the end of each student's turn the teacher uses gestures, pictures, examples, or role play to help the students make meaning of the text.
Objective: Orally and silently read a range of contemporary and classical grade appropriate texts for enjoyment and information.
4. Getting Students to Self-Correct: The...