DIRECT METHOD

&

COMMUNICATIVE
APPROACH
DIRECT METHOD
 INTRODUCTION

• Established in Germany and France around 1900, it

was developed as a reaction of dissatisfaction to the
grammar-translation approach.

• Also known as: Reform Method, Natural Method,

Phonetical Method or Antigrammatical Method.
 FEATURES
- Primacy of spoken words.

- Only use of the target language.

- Lots of oral interaction, spontaneous use of language

presenting material orally with actions or pictures or even
pantomiming (realia)

- L2: imitation of first language learning as a natural way.

- Printed word kept away.

- Writen word delayed after printed word.

- Translating skills avoided / Grammar taught
inductively.

- Everyday vocabulary and sentences.

* Concrete vocabulary through demonstration, objects, pictures.
* Abstract vocabulary taught through association of ideas.

- The culture associated with the target language is also

taught inductively.

- Focused on question-answer patterns.

- Teacher centeredness.
 ADVANTAGES
 Only use the target language.

 It’s a communicative and oral method.

 Improve the communicative skills (great fluency).

 Importance of phonetics.

 It contributes to have an active ambient.

 DISADVANTAGES
 Only use oral language.

 Children don´t acquire the L2 as the MT because they don’t live

in an immersion ambient.

 Objection to use written word.

 It rejects use of the printed word but this is illogical since L2

learner has already mastered his reading skills.
 To avoid translating explanations can become
cumbersome and time-consuming.

 Lack of adequate grade and structure in materials - no

selection, grading or controlled presentation of vocabulary
and structures.

 Teacher centeredness.

 Children need to have enough maturation level. But on

the other hand, older children would find it nonsential.

All this limits proposed a substantial change in

methodology introducing later “the audio-lingual method”.
 When it is convenient
 Not really suitable in childhood education
because they need enough maturation level to
achieve expected objectives.

 Useful along Primary School, but not really in

Secondary because they have already learned
basic concepts and know how to handle
situations.
 EXAMPLE :

A DAY IN THE MARKET…!

• We ask our pupils to bring from their homes something they eat
everyday, to prepare a supermarket in class. We will have fruits,
vegetables, legumes, sugar, bread, cereals, milk, fruit juices,
water, biscuits, and others.

• It can be a funny and interesting activity to work in class:

– Everyday vocabulary with real products.
– Ways of asking and answering questions.
– Greetings and gratitudes.
– Numbers and amounts.

• Depending on the level, we will increase or reduce our objectives.

COMMUNICATIVE
APPROACH

Language as a medium of
communication
 INTRODUCTION
 Communication is the aim of the language learning. It is more
important than grammar rules and correctness.

 It started in 60´s and 70`s as a reaction against the grammar

translation method. This approach is a part of comprehensive
school; it is a way of giving an egalitarian education.

 The goal is acquire communicative competence. In order to foster

communicative competence the teacher has two main roles:
– Facilitator of communication process in the classroom
– Actor as an independent participant within the learning-teaching group.

 The teacher is also expected to act as a resource, an organizer of

resources, a motivator, a counsellor, a guide, an analyst, and a
researcher.
 FEATURES
 Interaction in the target language.
 Learning languages for true communication.
 Take into account needs of different pupils
 Use of authentic resources : text, films, songs…
(sometimes the teacher needs to adequate them)
 Closeness to students’ personal experience and
knowledge.
 Communication embraces a whole spectrum of
functions and notions
 Use the language as a 'message' level communication
instead of use the language as a 'medium'
 Errors are considered as a natural part of
learning language. Constant correction is
unnecessary and even counter-productive-

 Use of idiomatic/ everyday language (even

slang words). This is kind of language used in
communication between people.

 Primacy of oral work. Emphasis on oral and

listening skills in the classroom.
 ADVANTAGES
 It is focused in communicative competence.
That is useful for the real life and students can
be more motivated. Funnier lessons.

 More pupil orientated: they can learn what they

need and want. (teacher as a guide and
organizer of resources).

 You acquired grammar rules in use, as a need.

This way is easier and efficient.
 DISADVANTAGES
 Correctness is not the most important ability.
(vs fluency)
 In a non English speaking country it is difficult
to link the classroom language learning with
language activities outside the classroom.
(artificial situation)
 For the teacher is harder to plan lessons
(functions/notions: disorder impression of the
syllabus)
 The teacher has to make an effort to
understand students` errors, especially when
he is native speaker of the target language.
 When it is convenient
 It is very useful for first levels because students
can use the language since the first day.

 It is best approach for immersion programmes.

 It helps to create activities to get more dynamic

lessons, although the teacher is forced to use a
bad text book.
 EXAMPLE
Find out someone in your class who:
1. has had a problem with the police
2. has met a famous person
3. has had a dream that later came true
4. has been on a terrible date
5. has gotten a tattoo
6. has eaten something disgusting (in a foreing
country)
7. has won something (for example, the lottery.
a contest)
8. has been to a casino