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A method of teaching foreign languages, refrains from using the learners' native language and uses only the target language
Teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials.
Teaching grammar by using an inductive approach
Centrality of spoken language
Focus on question-answer patterns
1850
1850
an alternative method in which language was presented in contexts and the mother tongue was avoided - The Direct Method
Europe experienced a wave of increasing opportunities of communication, due to industrialization and international trade and travel
The new situation created a need to develope a new Method which developes communicative ability in learners
One of its main proponents was the German Maximilian Berlitz, whose schools in the form of Berlitz International exist to this day.
The method aims to build a direct relation between experience and language, word and idea, thought and expression
This method intends for students to learn how to communicate in the target language
The learner should experience the new language in the same way as he experienced his mother tongue
Classroom instructions are conducted exclusively in the target language
Only everyday vocabulary and sentences are taught during the initial phase
Oral communication skills are built up in a carefully graded progression
Grammar is taught inductively
New teaching points are introduced orally
Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.
Both speech and listening comprehensions are taught
Correct pronunciation and grammar are emphasized
Student should be speaking approximately 80% of the time during the lesson
Students are taught from inception to ask questions as well as answer them
Conversation practice
Reading aloud
Dictation
Paragraph Writing
Question answer exercise
Fill in the blank exercise
Visual support
Listening activities
Clear and simple examples
Stress free and supportive environment
Oral exercises and tasks
Students are very active
Oral communication skills are emphasized
There is a large amount of Learner-Learner interaction
Direct class activities
Encourage students to participate in class
Let the students correct their mistakes immediately
BY using various techniques, the teacher tries to get students to self-correct whenever possible
Learning L2 is NOT like learning L1
Ignores systematic written work and reading activities
Learners run the risk of inducing incorrect rules
The method can be effectively used only by teachers who are native speakers
Does not suit or satisfy the needs of individual students in large classes
Inconvenient in a huge class
Does not teach grammar systematically
A great deal of teacher-energy is required
Less suitable for slow learners, who struggle with this method
It follows the natural order in which a child learns L1, that is, listening, speaking, reading, writing
It lays great emphasis on speaking, the most important skill for many learners
It avoids the unnatural block of translation in the communication process
Learners learn the language, not about the language
Learners have an active role
Lively classroom procedures motivate the learner
The teaching of vocabulary through realia brings authenticity into the classroom
The learning is contextualised