In this method the use of commands and performance is the leading technique
The methods of teaching determined by the aims for which it is taught. More care is needed when selecting a method of teaching a foreign language like English as a second language. The Aim of teaching English in India is to prepare the students to acquire practical command of English. We need to employ different methods and approaches to achieve this aim. Show
Important Points In a language class students are memorizing the dialogues through drill and practice and the teacher is correcting their pronunciation, mistakes immediately. They are practising the dialogues in chorus. The teacher is following the Audiolingual method.
Hint Some of the other teaching methods are as follows:
From the above, we can conclude that in the activity where students are memorizing the dialogues through drill and practice and the teacher is correcting their pronunciation, mistakes immediately. The teacher is following the Audiolingual method. The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only the target language. It was established in England around 1900 and contrasts with the grammar–translation method and other traditional approaches, as well as with C.J. Dodson's bilingual method. It was adopted by key international language schools such as Berlitz, Alliance Française and Inlingua in the 1970s and many of the language departments of the Foreign Service Institute of the U.S. State Department in 2012.[1] In general, teaching focuses on the development of oral skills.[2] Characteristic features of the direct method are:
Definition[edit]The direct method in teaching a language is directly establishing an immediate and audiovisual association between experience and expression, words and phrases, idioms and meanings, rules and performances through the teachers' body and mental skills, without any help of the learners' mother tongue.[3]
Essentials[edit]
Techniques[edit]
Demerits[edit]
Principles[edit]
Pedagogy[edit]The key Aspects of this method are: I. Introduction of new word, number, alphabet character, sentence or concept (referred to as an Element) : • SHOW...Point to Visual Aid or Gestures (for verbs), to ensure student clearly understands what is being taught.• SAY...Teacher verbally introduces Element, with care and enunciation.• TRY...Student makes various attempts to pronounce new Element.• MOULD...Teacher corrects student if necessary, pointing to mouth to show proper shaping of lips, tongue and relationship to teeth.• REPEAT...Student repeats each Element 5-20 times.NOTE: Teachers should be aware of "high-frequency words and verbs" and prioritize teaching for this. (i.e. Teach key verbs such as "To Go" and "To Be" before unusual verbs like "To Trim" or "To Sail"; likewise, teach Apple and Orange before Prune and Cranberry.) II. Syntax, the correct location of new Element in a sentence: • SAY & REPEAT...The teacher states a phrase or sentence to a student; the Student repeats such 5-20 times.• ASK & REPLY IN NEGATIVE...The teacher uses Element in negative situations (e.g. "Are you the President of the United States?" or "Are you the teacher?"); Students says "No". If more advanced may use the negative with "Not".• INTERROGATIVES Teacher provides intuitive examples using 5 "w"s (Who, What, Where, Why, When) or How". Use random variations to practice.• PRONOUNS WITH VERBS Using visuals (such as photos or illustrations) or gestures, the Teacher covers all pronouns. Use many random variations such as "Is Ana a woman?" or "Are they from France?" to practice.• USE AND QUESTIONS...Students must choose and utilize the correct Element, as well as pose appropriate questions as the Teacher did.III. Progress, from new Element to new Element (within same lesson): A. Random Sequencing:1. After new Element (X) is taught and learned, go to next Element (Y).2. After next Element (Y) is taught and learned, return to practice with Element (X).3. After these two are alternated (X-Y; Y-X; Y-Y, etc), go to 3rd Element (Z).4. Go back to 1 and 2, mix in 3, practice (X-Y-Z; Z-Y-X; Y-Y-Z, etc.) and continue building up to an appropriate number of Elements (maybe as many as 20 per lesson, depending on the student, see B.1), practising all possible combinations and repeating 5-20 times each combination.B. Student-Led Limits:1. Observe student carefully, to know when mental "saturation" point is reached, indicating student should not be taught more Elements until another time.2. At this point, stop imparting new information, and simply do Review as follows:C. Review: Keep random, arbitrary sequencing. If appropriate, use visuals, pointing quickly to each. Employ different examples of Element that are easy to understand, changing country/city names, people names, and words student already knows. Keep a list of everything taught, so proper testing may be done.D. Observation and Notation: Teacher should maintain a student list of words/phrases that are most difficult for that student. The list is called "Special Attention List"IV. Progress, from Lesson to Lesson: V. Advanced Concepts: • Intermediate and Advanced Students may skip some Element introduction as appropriate; become aware of student's language abilities, so they are not frustrated by too much review. If Student immediately shows recognition and knowledge, move to next Element.• Non-Standard Alphabets: Teaching Student to recognize letters/characters and reading words should employ same steps as in above Aspect I, and alphabet variations may be taught using Aspect III. Writing characters and words should initially be done manually, either on paper or whiteboard.• Country Accents: Any student at intermediate stages or higher should be made aware of subtle variations in pronunciation, which depend on geography within a country or from country to country.An integral aspect of the Direct Method is varying the setting of teaching; instructors try different scenarios using the same Element. This makes the lessons more "real world," and it allows for some confusing distractions to the student and employs organic variables common in the culture and locale of language use.[6] Historical context[edit]The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language. There was an attempt to set up conditions that imitate mother tongue acquisition, which is why the beginnings of these attempts were called the natural method. At the turn of the 18th and 19th centuries, Sauveur and Franke proposed that language teaching should be undertaken within the target-language system, which was the first stimulus for the rise of the direct method.[7] The audio-lingual method was developed in an attempt to address some of the perceived weaknesses of the direct method. What are the techniques used in Direct Method?Techniques. Question/answer exercise – the teacher asks questions of any type and the student answers.. Dictation – the teacher chooses a grade-appropriate passage and reads it aloud.. Reading aloud – the students take turns reading sections of a passage, play or a dialogue aloud.. What are the methods and techniques of language teaching?Different Language Teaching Methods. The Direct Method. In this method, the teaching is done entirely in the language being learned. ... . Grammar-Translation. ... . Audio-Lingual. ... . The Structural Approach. ... . Total Physical Response (TPR) ... . Communicative Language Teaching (CLT) ... . Task-based language learning. ... . The Natural Approach.. What is approach method and techniques?An approach describes the theory or philosophy underlying how a language should be taught; a method or methodology describes, in general terms, a way of implementing the approach (syllabus, progression, kinds of materials); techniques describe specific practical classroom tasks and activities.
Which method was used to teach the classical language?The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin.
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