Microsoft Word metod t10. doc

The Direct Method
It has often been pointed out that the direct method was developed as a reaction to 
the grammar-translation method. This is true, but in fact people have been learning 
languages by this method at least as early as Roman times, when young men 
were provided with Greek, the cultural language of Europe in those days and an 
essential part of one's education. The educationalists attempted to build a 
language learning methodology around their observations of child language 
learning. They argued that a foreign language could be taught without 
translation or use of the learner's native tongue. The Direct Method therefore 
insists on thinking and communicating directly in the target language and does not 
allow translation. The Berlitz School of Languages is the best known proponent of 
this method. 
The appearance of this method was brought about by the rapid development 
of various branches of industry and the tremendous development of international 
trade and colonial expansion required plenty of officials who had a practical 

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mastery of the language, people who could speak and write a foreign language 
and be able to communicate with foreigners. Therefore practical mastery of a 
foreign language becomes the main purpose of teaching this subject at school. 
The rapid development of pedagogies, psychology, namely, a perceptive 
psychology, and linguistics promoted the appearance of new methods. 
Distinguishing Features:
The four language skills are taught from the beginning, but a special 
emphasis is placed on speaking. Classes often start with the reading aloud of a 
specially graded text which introduces the lesson's vocabulary and 
grammatical structure. Practice follows with exercises such as guided 
conversation, where the teacher asks questions on the text and the students answer 
using full sentences. Students will then ask each other similar questions. 
Other practice exercises include filling-in-the blanks, dictation, controlled 
composition or listening comprehension exercises. Grammar is taught 
inductively, that is to say, language patterns are presented and practiced, but 
the rules are not explicitly given. The Direct Method teacher uses mime, 
demonstrations, relia, and visual aids to help students understand grammar and 
vocabulary. 
1) The practical direction in the teaching of foreign languages which is 
understood as teaching language skills and speaking in particular, therefore spoken 
language becomes the basis of teaching; 
2) the ignoring of the existence of the mother tongue as it is assumed that 
learning the mother tongue and learning a foreign language are similar processes, 
merely undertaken at different ages; 
3) Restricted application or very often complete elimination of 
translation as a means of teaching a language which plays a leading part in the 
grammar-translation method; 
4) the inductive approach to teaching grammar, i.e., the learner may 
discover the rules of grammar for himself after he has become acquainted with 
many examples (in the grammar-translation the rule is first stated, and then 
sentences embodying the rule are studied; later the rule is put into practice by 
writing new sentences, generally by translating sentences from the mother tongue 
into the foreign language); 
5) Great care in teaching pronunciation throughout the course and 
especially the first weeks and months. Correct pronunciation must be 
constantly practiced since comprehension and speaking is possible if the learner 
has adequate pronunciation in the target language; 
6) Great attention to the subjects of the texts, especially a topical 
arrangement of the material with the purpose of ensuring speech development. 

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