The Direct Method

THE DIRECT METHOD

It was a very longstanding methodology (1915-60s). It makes a very clear difference between children and adults. With children it pinches Gouin´s methodology; for more mature learners it varies.
The goal of instruction became learning how to engagement a foreign language to communicate. Speech, not writing, was viewed as the nucleotide of language. Students should learn to think in the target language.

POSTULATES:

1. No female parent tongue is allowed. This rule is very important; so a lap so that if the give lessonser did not know L1 it was better.
2. Later on a bit of mother tongue is allowed.
3. Classes started with dialogues, anecdotes, descriptions; all in modern conversational style. No sophisticated style as in the G.T.M.
4. Translation must be avoided. There should be actions and mimicry to make meaning clear. In order to defecate meaning black and white pictures were used. Translation was considered only to give surface meaning and not the word. It was a tool to be used not to teach but to help contain the meaning. Explanations were all in the target language.
5. Grammar is learned inductively by children and inductively-deductively by adults, that is to say that they begin inductively and then the rule is made explicit.
6.



Empathy was vowed to teach the culture of the language that was being taught.
7. Literary texts were read for delectation and not analysed grammatically.
8. The target language was also learned inductively. Students were assailable to it.
9. The teacher had to be either a native verbalizer or have native-like proficiency in the language.
10. Exposure went everywhere all the styles, narrative, conversational, etc. But it was not graded.
11. One of the proficiencys to perform the language was the question-answer technique. The questions were not graded and varied a lot (30,40,70 questions). Sometimes they were T or F statements. With this kind of technique the practice was totally controlled.
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