The Direct Method or Natural Way: Background and
Characteristics
by Baninder Goomer
During the 1850’s to 1900, Europe experienced a trend
away from the grammar-translation method, based on the notion that it was
not achieving the desired results. Reformers were responding to a need for
better language teaching methods in a time of industrial expansion and
international trade and travel. The resulting reforms went under a variety
of names such as the natural method and the phonetic method, but
ultimately all were categorized under the name the "Direct
Method". In more recent times the Direct Method, which almost
disappeared as a distinct method during the early 1930’s, has become a
tool for aiding the beginning stages of teaching a language rather than
for advanced language learners (Stern, 1983).
The basic premise of the Direct Method of teaching a
language is that the students’ native language should be excluded from
the classroom environment, and that there be provided a complete immersion
in the target language. Essentially the processes of learning the new
language should almost mimic the progression of a child learning their
primary language. Specifically the method promotes the use of introducing
vocabulary as if the student has no previous knowledge of what it might be
called even in his or her native language. The ultimate goal is to get the
student to "think" in the new language.
The direct method denies the use of translation for the
acquisition of the new language, and assumes that grammar will be learned
by virtue of the context and pattern in communication. The grammar is not
taught, per se, but instead the student is "led" to discover the
patterns of grammar through carefully chosen illustrations (Diller, 1971).
Also the emphasis is not placed on correction of a student’s grammar,
word order or on drills but instead it is placed on active learning. Often
the writing and reading aspect of learning is considered secondary, and
textbooks are not necessarily deemed necessary except as a resource
outside of the classroom.
Lessons follow a progression, and typically the student
learns about 30 new words per lesson. In the first stages of the direct
method or Preproduction, words are often taught using the Total
Physical Response Method and there is special emphasis on listening
comprehension. The following stages include yes and no questions and
answers as part of Early production, understanding and phrases as
part of Speech emergence, and finally discussions as part of Intermediate
fluency (Freeman and Freeman, 1992).
There are a few significant problems with this method
of teaching. The first requires the teacher to have an excellent command
of the target language and also will power, in order not to revert to his
or her other language out of habit or if they are stuck. This makes the
method better suited for native speakers of the target language to be
teaching using this method. The second major problem requires the teacher
to be conscious of the difficulty of keeping the students’ attention. It
can be very easy for a student to "switch off", if they are not
understand anything, especially if they are not taking the course on a
volunteer basis. It would seem that this method lends itself towards a
young audience and maybe be considered condescending for adults.
Contrastingly, it can be a fun and humorous experience trying to
communicate with another who has no knowledge of the language. It can also
humanize the element of learning, and may seem more relevant to everyday
life as opposed to learning through drills. Lastly, exclusive use of the
foreign language gives a maximum amount of practice, thinking and
communicating in the target language |