The Direct Method

1.4.2 The Direct Method:
The direct method, sometimes also called natural method, is a method that refrains from using the learners’ native languages and just uses the target language. It was established in Germany and France around 1900. It functions on the idea that second language learning must be an imitation of first language learning, as this is the natural way of learning any language. A child never relies on another language to learn its first language, and it is inherited. Thus, the mother tongue is not necessary to learn any foreign language. This method gives more importance to correct pronunciation. It advocates teaching of oral skills at the expense of every traditional aim of language teaching. It enables the learner to come in

The audio-lingual method was used by the United States Army for crash instruction in foreign languages during World War II. The outcome of this method is not appealing. This method is based on the principles of behaviour psychology. It adapted many of the principles and procedures of the direct method. New material is created in the form of dialogues and as the language learning is habit formation, the method cultivates dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. All four language skills: Listening, Speaking, Reading and Writing are sequenced. Vocabulary is strictly limited and learned in context. There is abundant use of language laboratories, tapes and visual aids. Great importance is given for pronunciation. Use of the mother tongue is limited by the teacher. Responses from the learners are reinforced. The manipulation of the target language is administered more which leads to disregard of content and

As the other methods seem to be impractical, the structural approach is believed as an alternative. This approach stresses on vocabulary control, mastering of structural items and oral skills. The actual process of teaching is supported by graded structures and reading materials. In other words, the texts serve as illustrations of the structures. In spite of a teacher who is not well equipped, the structural approach is conducive as it has the potential for developing reading and writing skills. The teacher can handle a large number of students through group drill techniques and can teach without any aids. This approach seems to be practical for a country like India where human and material resources are limited but the learners’ number is ever increasing. The disadvantage of this approach is strict vocabulary and structures which lead to discouragement of reading habit and it never pave way for the acquisition of natural vocabulary. Another drawback of this method is uninteresting reading materials which is the outcome of high importance given by the course designers to vocabulary and structure that fails to kindle the learners’