The Direct Method (Natural Method) L. Sauveur The Direct Method was introduced in France and Germany and officially approved in both countries). In the USA, Sauveur and Maximilian Berlitz (see Supplement 2) used the Direct Method. According to this method, language could be taught without translation or the use of the learner's native tongue if meaning was conveyed directly through demonstration and action. The basic premise of the Direct Method was that second language learning should be more like first language learning.  The method would include lots of oral interaction, spontaneous use of language, no translation between first and second languages, and little or no analysis of grammar rules. Here are the principles of the direct method: 1. Classroom instruction was conducted exclusively in the target language. 2. Only everyday vocabulary and sentences were taught. 3. Oral communication skills were built up in a carefully traded progression organized around     questions-and-answer exchanges between teachers and students in small intensive classes. 4. Grammar was taught inductively 5. New teaching points were taught through modeling and practice 6. Concrete vocabulary was taught through demonstration, objects, pictures;     Abstract vocabulary was taught through association of ideas. 7. Both speech and listening comprehension were taught 8. Correct pronunciation and grammar were emphasized. (problems)    1.strict adherence to the method principles was often counter- productive, since teachers were required       to go to great length to avoid using the native tongue    2.required teachers who were native speakers or nativelike speakers    3.lacked a thorough methodological basis Coleman Report (1929) --- reading knowledge was considered as a more reasonable goal of foreign language learning. Subsequent developments led to:    1.Audiolingualism (USA)    2.Oral Approach (UK)    3.Situational Language Teaching (UK) Further Reading Titone, R. (1968). Teaching Foreign Languages: An Historical Sketch. Georgetown University Press. Supplements Supplement 1 I walk to the door.I walk. I draw near to the door. I draw near. I draw nearer to the door.I draw nearer. I get to the door.I get to. I stop at the door.I stop. I stretch out my arm.I stretch out. I take hold of the handle.I take hold. I turn the handle.I turn. I open the door.I open. I pull the door.I pull. The door moves,moves The door turns on its hinges.turns The door turns and turns.turns I open the door wide.I open. I let go of the handle.let go. Supplement 2 Never  translate     DEMONSTRATE Never  explain      ACT Never  make a speech    ASK QUESTIONS Never  imitate mistakes    CORRECT Never  speaks with single words   USE SENTENCES Never  speak too much     MAKE STUDENTS SPEAK MUCH Never  use the book    USE YOUR LESSON PLAN Never   jump around   FOLLOW YOUR PLAN Never  go too fast   KEEP THE PACE OF THE STUDENTS Never  speak too slowly   SPEAK NORMALLY Never speak too quickly  SPEAK NATURALLY Never speak  too  laudly SPEAK NATURALLY Never be impatient   TAKE IT EASY THE DIRECT METHOD 1.   THEORY OF LANGUAGE ***  Language is a system of habits. ***  Language is primarily speech. 2.   THEORY OF LEARNING ***  Monolingual approach to lg teaching. ***  Grammar should be taught inductively. ***   L2 learning is the same as L1 learning. 3.  OBJECTIVES ***  The purpose of lg learning is communication. 4.  SYLLABUS ***  Graded Grammar ***  Systematic attention to pronunciation. ***  Everyday vocabulary and structures. *** The syllabus is based on situations or topics, not usually on linguistic structures. 5.  LEARNER ROLES ***  Think in the L2 as soon as possible. 6.  TEACHER ROLES ***   The teacher should demonstrate, not explain or translate ***  The teacher must encourage direct use of L2. ***  Grammar taught inductively. 7.  LANGUAGE SKILLS to emphasize ***  Students should be encouraged to speak as much as possible. ***  Using conversational activities in real life contxts. 8.  ACTIVITIES ***  Repetition. 9.  ERROR HANDLING ***  Self-correction. 10.  MATERIALS ***  Teacher oriented. ***  Teacher-prepared material to textbooks.