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IRECT METHOD Also known as Reform Method / Natural Method / Phonetical Method / Antigrammatical Method All reformers were vehemently opposed to teaching of formal grammar and aware that language learning was more than the learning of rules and the acquisition of imperfect translation skills. ietor !"#ie $prachunterricht muss umkehren" %&&'( )*his study of grammar is a useless torture. +t is certainly not understood, therefore it can have no effect as far as the moulding of the intellect is concerned and no-one could seriously elieve that children could learn their living erman tongue from it.) +nstead grammar should e acquired inductively y inducing the rules of how the language ehaves from the actual language itself. )Never tell the children anything they can find out for themselves.) !esperin %012(
Direct Method based on belief that: 1 3nowing a language was eing ale to speak it4 Primacy of spoken word. New method laid great stress on correct pronunciation and target language from outset. Advocated teaching of oral skills at e5pense of every traditional aim of language teaching. 2 $econd language learning must e an imitation of first language learning6 as this is the natural way humans learn any language6 and so M* has no place in 78 lesson. !9ay never relies on another language to learn its first language(. 3 Printed word must e kept away from second language learner for as long as possile !same as first languag languagee learner6 learner6 who doesn"t use use printed word until until he has good grasp of speech(. 4 *he written word / writing should e delayed until after the printed word has een introduced introduced.. 5 *he learning of grammar/ translating skills should e avoided ecause they involve the application of the M*. 6 All aove items must must e avoided ecause they hinder the acquisition of a good oral proficiency. Disadanta!es of Direct Method 1 Ma:or fallacy of #irect Method was elief that second language should e learned in way in which first language was acquired - y total immersion technique. 9ut oviously far less time and opportunity in schools6 compared with small child learning his mother tongue.
2 +s first language learning process really applicale to second foreign language learning at later stage
7irst language learning is essential part of child"s total growth of awareness of world around him. ;e starts off with lank sheet6 then starts collecting/selecting organising the e5perience of a totally new world6 perceived through his senses6 y formulating a variety of pre-veral concepts. $usequently part of the process of learning how to live is the acquisition of skills to veralise his desires and aversions and to lael his concepts6 so as to make living more sufficient and secure.
=ompare learning of second language
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At %% years of age6 child is not interested in recognition of new living situations6 child has normally learned the asic concepts and can handle situations for ordinary living purposes. $o as far as "learning to live" is concerned6 no similarities etween two processes of learning. !not the case for immigrant children - they need to learn lder child has already at his disposal a first language6 which is securely fi5ed to the universe of things, !s(he is equipped with this advantage, first language learner does not have this. >lder child is more mature and it would seem nonsensical to imitate first language learning processes totally for learning additional language. !think of contact hours needed( this is argument for using M* !anti #irect Method(. ?hat does foreign language learner wish to know first@ to know the 78 equivalent of M* sentences/ words used in hitherto familiar situations. *o learn how to handle certain known/ recurring situations through the medium of the 78. ;e doesn"t wish to handle completely new situations in 78 terms.
4 *he #irect Method re:ects use of the printed word - ut this o:ection is illogical since second language learner has already mastered his reading skills.
#oes printed word interfere with 78 pronunciation@ -+n fact e5periments show that the printed word is of real help to consolidate the 78 and actually reinforces retention !ef "e ma pel"( - leaves mental imprint6 image of shape of word. 5 8ater disciples of #irect Method took it to e5tremes and refused to speak a single word of
)*he method y its very nature presupposes a teacher of immense vitality6 of roust health6 one endowed with real fluency in the modern language he teaches. ;e must e resourceful in the way of gesture and tricks of facial e5pression6 ale to sketch rapidly on the oard and in the language teaching day6 he must e proof against linguistic fatigue). " Also #irect Methodists failed to grade and structure their materials adequately - no selection6 grading or controlled presentation of vocaulary and structures. Plunged pupils into flood of living language - quite ewildering for pupils.
;owever6 many teachers did modify the #irect Method to meet practical requirements of own schools6 implemented main principles6 i.e teaching through oral practice and anning all translation into target language. >viously compromise was needed. #irect method did pave the way for more communicative6 oral ased approach6 and as such represented an important step forward in the history of language teaching.
=omparison of first and second-language learning processes !8anguage *eaching and the 9ilingual Method6 = #odson6 Pitman Pulishing %0EF6+$9N 1 'FG G%EEH E(
+f first and second-language learning processes are compared6 the following pattern emerges-
First-language learner
Second-language learner
1# He has no co$$and of another lan!%a!e before learnin! the tar!et lan!%a!e
1# He has co$$and of another lan!%a!e before learnin! the tar!et lan!%a!e
2 He is ne%rolo!icall& i$$at%re' th%s his $other ton!%e is not fi(ed
2# He is ne%rolo!icall& $at%re'th%s his $other ton!%e is fi(ed
3# He learns to reco!nise and co)e *ith realit& thro%!h the tar!et lan!%a!e 4# He re+%ires a hi!h contact, fre+%enc& *ith the tar!et lan!%a!e to learn that all thin!s hae na$es 5 He re+%ires a hi!h contact, fre+%enc& *ith the tar!et lan!%a!e to reco!nise the $eanin! of so%nds re)resentin! the na$es of thin!s' beca%se heis ne%rolo!icall& i$$at%re beca%sehis ran!e of e()erience *ith the o%tside *orld is li$ited and as he has no -no*led!e of the
3# He learns to reco!nise and co)e *ith realit& thro%!h the $other ton!%e' not the tar!et lan!%a!e 4# He alread& -no*s that allthin!s hae na$es 5# He has alread& e()erienced the )rocess' inolin! hi!h contact,fre+%enc& and $at%ration' of reco!nisin! the $eanin! of so%nds re)resentin! the na$es of thin!s in his $other ton!%e# .s he is no* ne%rolo!icall& $at%re' he need
e+%ialent $eanin! of so%nds fro$ another lan!%a!e for the sa$e thin!s 6# He re+%ires a hi!h contact, fre+%enc& to establish inte!ration of $other,ton!%e so%nds *ith thin!s
not be s%b/ected a second ti$e to the sa$e )rocess in the ne* tar!et lan!%a!e $erel& to reco!nise the e+%ialent $eanin! of tar!et,lan!%a!e so%nds for the sa$e thin!s# 0Reco!nition of the so%nd re)resentin! the thin! sho%ld not be conf%sed ith the inte!ration of the so%nd *ith the thin!' set 6 He has alread& established inte!ration of $other,ton!%e so%nds *ith thin!s' b%t re+%ires hi!h contact,fre+%enc& to establish ne* inte!ration of tar!et,lan!%a!e so%nds *ith the sa$e thin!s