The Direct MethodIn Teaching English

or

DM

Names or Abbreviations

• Berlitz Method

All natural and oral methods emerged around the Reform Movement era can be considered forms of Direct Method, among them:

Goiun’s Series Method, Sauveur Natural Method

Applied Linguists

• Activist reformists of late 19th century including:

H. Sweet, W. Victor, P. Pass

Language teachers including:

L. Sauveur, M. Berlitz

Dates

• Late 19th century to 1930s

Famous SLA Mateials

• N/A

Present Status

• It is replaced by modern methods. Some techniques of Series method later were adapted and used by SLT and TPR.

Basis for Syllabus Design

• The Reform Movment

A Short History

• In the late 19th century some linguistics became activated to solvve the problem of language learning. They worked on a new methodologly towards foreign language teaching by observing children’s developmental process and oral charastristics of the languages. Their movement ( later labeled as the Reform Movement ) resulted in emergence f phonotics and building blocks of the applied linguistics ( applying theoritical linguistics issues in language teaching and learning ).

The Role of Mother Tonge

• It is the medium of instruction. The class is continually filled with the sound of the new language, since all activity is closely linked with the use of the target language in speech and writing.

ApproachTheory of Languge

• Nothing is in the scientific sense.

• The Reform Movement Principles:

1- Language is primarily speech.

2- The findings of the phonetics should be applited to language teaching.

3- Teachers should be trained in phonetics.

4- Learners should also be given phonetics training to establish good speech habits.

ApproachTheory of Learning

• No scientific psychological school. It is build around the assumption that foreign language learning should be exactly like the first language acquisition( the naturalistic principles in language learning).

Reformists believed that:

• 1- The spoken language is primary(emphasis on oral-based methodology)

• 2- Findings of phonetics should be applied to teaching and teaching training.

• 3- Learners should hear the language first, before seeing it it in written form.

• 4- Words should be presented in meaningful cotext.

• 5- Grammar should be taught inductively.

• 6- Translation should be avoided( meaning should be conveyed through direct inferneces of ideas)

The Endby:

Farid AshtabT.T.C

ofAli Ben Mahziar

Ahwaz1391