Direct Method vs Grammar–Translation: History & Principles

History

18th and 19th centuries: faculty psychology approach.
Mental discipline was considered essential for strengthening the powers of the mind.

In the nineteenth century the classical method came to be known as the grammar–translation method.

In Western schools, learning a foreign language meant learning Latin or Greek.

Main objective: Help students to read and appreciate foreign-language literature, gaining reading proficiency.

In the nineteenth century the classical method came to be known as the grammar–translation method.

In Western schools, learning a foreign language meant learning Latin or Greek.

Main objective: Help students to read and appreciate foreign-language literature, gaining reading proficiency.

The direct method of teaching, sometimes called the natural method, is often (but not exclusively) used in teaching foreign languages. It refrains from using the learners' native language and uses only the target language. It was established in England around 1900 and contrasts with the grammar–translation and bilingual methods and other traditional approaches. It is named "direct" because instruction is connected directly with the target language without translation into the native language. The method also developed in Germany and France around 1900 out of dissatisfaction with the older GTM method.

Teaching and Learning Process

Students are taught to translate from one language to another with an emphasis on accuracy.

They study grammar deductively.

Some of the most important goals of the association were the following:

• The study of the spoken language.
• Phonetic training to establish good pronunciation habits.
• Use of conversations in texts.
• An inductive approach to teach grammar.
• Contrastive association between foreign and native language.
• After reform, train teachers in phonetics.
• Oral communication as the base of the language.
• Phonetics has to be applied in class and for training teachers.
• Listening is first to acquire the language.
• Vocabulary had to be presented in sentences.
• Rules of grammar must be first presented in context.
• Avoid translation.
• Native language can be permitted to explain new words.

Features

• Focus on question–answer patterns.
• Teacher-centered instruction.
• Teaching grammar by an inductive approach.
• Centrality of spoken language.

Principles

• Classroom instruction is conducted exclusively in the target language.
• Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading, and writing are introduced at the intermediate stage.
• Oral communication skills are built up in a carefully graded progression.
• Grammar is taught inductively.
• New teaching points are introduced orally.
• Correct pronunciation and grammar are emphasized.