DIRECT METHOD

Since the earliest times, there have been many changes in the ways of learning and teaching of
English language and because the grammar-translation method wasn’t very effective in
preparing students to use the target language communicatively, the direct method became
popular.

The Direct teaching method is a method of foreign and second language teaching which
consist that only the target language should be used in class and meaning should be
communicated “directly” by associating speech forms with action, objects, mime, gesture and
situations.

The method Direct is named “direct” because meaning should be connected directly with the
target language without translation in to the native language. Only target language is used and
a lot of teacher-students dialogues, later systematic teaching of grammar and vocabulary.

This is mainly speaking, both communication and stressed a grammatical syllabus. The direct
method has one very basic rule: no translation is allowed. In fact, the direct method receives
its name from the fact that meaning is to be connected directly with the English language,
without going through the process of translating in to the students’ native language.

It substituted “Language contact” for “Grammar recitation” and “Language use” for
translation. The direct method aims at establishing a direct bond between experience and
expression. According to the direct method, the students should think directly in English.

Advantages of Direct Method in Teaching English:

Direct method helps learner to acquire correct pronunciation.

It provides better understanding

Audio-visual aids are used in the direct method. This makes the lesson interesting

Deductive and inductive reasoning

Deductive reasoning is essentially a top-down approach which moves from the more
general to the more specific. In other words, we start with a general notion or theory,
which we then narrow down to specific hypotheses, which are then tested. Inductive
reasoning is more of a bottom-up approach, moving from the more specific to the
more general, in which we make specific observations, detect patterns, formulate
hypotheses and draw conclusions.
Deductive and inductive grammar learning
These two approaches have been applied to grammar teaching and learning. A
deductive approach involves the learners being given a general rule, which is then
applied to specific language examples and honed through practice exercises. An
inductive approach involves the learners detecting, or noticing, patterns and working
out a ‘rule’ for themselves before they practice the language. A deductive approach
(rule-driven) starts with the presentation of a rule and is followed by examples in
which the rule is applied. An inductive approach (rule-discovery) starts with some
examples from which a rule is inferred.

Which approach – pros and cons?

First and foremost, it is perhaps the nature of the language being taught that
determines if an inductive approach is possible. Inductive learning is an option for
language with salient features and consistency and simplicity of use and form. The
learner-centered nature of inductive teaching is often seen as advantageous as the
learner is more active in the learning process rather than being a passive recipient.

On the other hand, inductive learning can be more time- and energy-consuming and
more demanding of the teacher and the learner. It is also possible that during the
process, the learner may arrive at an incorrect inference or produce an incorrect or
incomplete rule. Also, an inductive approach may frustrate learners whose personal
learning style and/or past learning experience is more in line with being taught via a
more teacher-centered and deductive approach.