The Direct Method of Teaching English
Natural or Direct Method: The natural or direct method was evolved as a corollary to the translation cum grammar method. As the name suggests, it transports the students in the realm of English in a natural way aiming at imparting perfect command of English making the students think in it.
This method came into being in-France in 1901, and its important principles were propounded in Germany about the Same era. It is based on the philosophy that 'fluency in reading and writing follow fluency in speech'. In the words of Kittson, learning to speak a language is always by far the shortest road to learning and to write it."
The Webster's New International Dictionary defines it as: "Direct method is a method of teaching a foreign language, specially a modern language through conversation, discussion and adding in the language itself without the use of pupil's language, without translation and without the study of formal grammar The first words are taught by pointing to objects or pictures or by performing actions."
This method is more at home with the beginning of foreign language Masses with speech practice in much the same manner he learnt his native language which he learnt without any preconceived plan. He learnt his native language as the occasion demanded or as the eiders in the family, d neighbourhood thought it effective and entertaining.
Under it, the speech material is presented to the child promiscuously for memorisation without dividing it into various segments from points of view of grammar and other rules.
It is a more systematic method than the older form. It also presupposes that the opportunity and atmosphere in the case of a foreign language are limited to the classroom, whereas the field of learning the mother tongue is spread out in the whole society.
This method aims to create a direct bond between the words and their meanings, thoughts and expressions. The child is directly associated with the word and the object or thought it stands for. It minimises the use of the mother tongue, and it employs such means which are necessary to make the students understand new linguistic material as directly as they can understand the same in their native language.
It follows that a cultural atmosphere favourable to teaching of English would be formed and will prevent the use of the mother and would help enhance the efficacy of teaching the language in a proper manner. Felix Franks states, "The moment a concept (meaning) and foreign word are intimately brought into contact without the intervention of the native word, we have the direct method:"
According to H. Champion, 'To teach directly is to establish a dii or immediate association between experience and expression, between English word, phrase and its meaning." P. Gurrey has gone a step further when he states, "The fullest application of this method is the associating of a complete thought expressed in words with the real experience that would give the occasion and impulse for the thought.
We can sum up the nature of the direct method in the words at Kirkman, "The principle is that a foreign word or word-group should be associated with its meaning directly in other words, without the habitus intervention of the native speech.
"P Gurrey does not regard it as an independent method. He described it as a principle which can be used 'in conjunction with other methods', has termed it as 'one of the main principles of the psychology of language? that can be directly translated into a classroom procedure'. This merit should be applied in all aspects of the foreign language - be it grammar new words, new constructions, new sentences and new sentence pattern and it is most eloquent in the form of story-telling, drama-action, discussion in the foreign language including singing of songs.
Procedure
This method takes the opportunity to directly associate the words with things and actions they stand for. Starting from a common object found! the classroom, such as a pen, book, chair, table, chalk, duster, dc window, the teacher can point to them and describe what they are; example: 'I have a pen in my hand.'
'It's black in colour. He can first pc out to a table and say, "This is a table." He can tap on it and say, "Pr tapping on the table." With this, the teacher is able to r-plain multiple ideas with a single action, and thus proceed from simple to complex,, and easy to difficult. Any number of sentences can be made.
Moreover, the teach can restrict the students in saying that they would speak using English ont; It would diminish and eradicate their apprehension of the use of the language in its everyday manifestation, this exercise with the help of simple physical action will weave the objects and actions into direct experience by driving home the point imprinting it on the mind and memory or all times to come, while drawing their interest and attention.
However, a teacher has to exercise caution as regards selection of the content and teaching material according to age, region, culture and background of the students. Simple actions will not be able to hold the attention of the students of junior or higher level.
The real value of the method is etched in its-building up of a full situation. It helps the students take interest in the simple but dramatic, which become complex by the raising of their level, nonetheless remain interesting/Curiosity is the background of teaching. Creating a lively situation with an opportunity to take part in it arouses curiosity of students, and the moment the students pay attention to a situation, the battle is already won.
Beginning the primary classes with simple but fascinating rhymes and story-telling are the crux of the idea as they evoke interest. This method helps in conveying the idea in clear terms to the students without saying a word in the mother tongue. Thus is founded a strong base on which the edifice of the strong English abilities of the students stands, which gets lougher with the passage of time.
Read More-
