DIRECT METHOD

WAN HAFIZ AMER

 Also known as Reform Method / Natural Method / Phonetical Method / Anti-grammatical Method All reformers were vehemently opposed to teaching of formal grammar and aware that language learning was more than the learning of rules and the acquisition of imperfect translation skills.

 Instead grammar should be acquired inductively by inducing the rules of how the language behaves from the actual language itself. "Never tell the children anything they can find out for themselves." (Jesperin 1904)

Direct Method based on belief that:

1 Knowing a language was being able to speak it! Primacy of spoken word. New method laid great stress on correct pronunciation and target language from outset. Advocated teaching of oral skills at expense of every traditional aim of language teaching. 2 Second language learning must be an imitation of first language learning, as this is the natural way humans learn any language, and so MT has no place in FL lesson. (Baby never relies on another language to learn its first language).

 3 Printed word must be kept away from second language learner for as long as possible (same as first language learner, who doesn't use printed word until he has good grasp of speech).

 4 The written word / writing should be delayed until after the printed word has been introduced. 5 The learning of grammar/ translating skills should be avoided because they involve the application of the MT. 6 All above items must be avoided because they hinder the acquisition of a good oral proficiency.

Disadvantages of Direct Method

1 Major fallacy of Direct Method was belief that second language should be learned in way in which first language was acquired - by total immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his mother tongue. 2 Is first language learning process really applicable to second foreign language learning at later stage

 Effectiveness of these verbalising skills depends on maturation level of the child / on type of environment on intelligence. Language is part of an intrinsic process through which child learns to recognise/ deal with new situations.

 First language learning is essential part of child's total growth of awareness of world around him. He starts off with blank sheet, then starts collecting/selecting organising the experience of a totally new world, perceived through his senses, by formulating a variety of pre-verbal concepts. Subsequently part of the process of learning how to live is the acquisition of skills to verbalise his desires and aversions and to label his concepts, so as to make living more sufficient and secure.

 3 The Direct Method rejects use of the printed word - but this objection is illogical since second language learner has already mastered his reading skills. 4 Successful teacher of the Direct Method needed competence in his language / stamina/ energy/ imagination/ ability and time to create own materials and courses - beyond capacity of all but gifted few.

 Comparison of first and second-language learning processes (Language Teaching and the Bilingual Method, CJ Dodson, Pitman Publishing 1967,ISBN 0 273 31665 6)

COMPARISON
First-language learner 1. He has no command of another language before learning the target language 2. He is neurologically immature, thus his mother tongue is not fixe3. He learns to recognise and cope with reality through the target language 4. He requires a high contact-frequency with the target language to learn that all things have names

Second-language learner 1. He has command of another language before learning the target language 2. He is neurologically mature,thus his mother tongue is fixed 3. He learns to recognise and cope with reality through the mother tongue, not the target language 4. He already knows that all things have names