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1、Direct Method,Group members: 秦丹凤 罗茜 尚宇 杨琨 蔡凤梅,1. Brief introduction of Direct Method,(1) Definition :The Direct Method is a method of foreign or second language teaching which insists that only the target language should be used in class, and meanings should be communicated “directly” by associating
2、 speech forms with actions, objects, mime, gestures, and situations.,(2 ) Emphasis: the importance of spoken language, therefore holds that reading and writing should be taught only after speaking. And it also believes in the natural process of language learning and in the inductive teaching of gram
3、mar. (3 ) Rise and decline: This method came about as a much needed replacement for the grammar-translation method (classic method) in the late 1800s. It faded in the early 1900s as it was not practical in classroom settings, and then saw a comeback under the name of the audio-lingual method after W
4、orld War II.,2. Historical and social background,2. Historical and social background,2.1 Necessity: In the late 19th century, with the development of capitalism, all European countries increased communication with each other. It gave rise to a social need for oral proficiency. However, Grammar-Trans
5、lation Method could not meet the need. Thus, language teaching innovations were inevitable. The Direct Method, as a reaction against the Grammar-Translation Method, emerges as a result of the innovations.,2.2 Possibility:,The rapid development of linguistics, psychology and education provided the th
6、eoretical basis for the establishment of the Direct Method.,Some important researchers and their basic ideas,W.M.Wundt laid the psychological foundation. He claimed that feeling, not thought, played the main role in language psychology, so concepts and stimulus should take feeling into account, whic
7、h had great influence on the Direct Method.,Hermann Paul formed the main linguistic base. He proposed the great importance of analogy” in language, which led to the principles of imitation and repetition of the Direct Method.,J.A.Comenius s idea education should be in line with nature, which justifi
8、ed the views on language teaching with the Direct Method. His “direct” principle , the principles of “from concrete to abstract, from near to far, from known to unknown, from simple to complex, from fact to conclusion” are put into practice in the Direct Method. F. Gouins linguistic and psychologica
9、l theories based on his observation of childrens use of language were directly applied to the practice of the Direct Method.,3. Linguistic and psychological theories behind Direct Method,3.1 Theory of language 3.2 Theory of learning,3.1 Theory of language,(1) There exists no simple one-to-one relati
10、onship between any two languages. Thus translation should not be taken as the main technique of language teaching Instead “direct” means should be promoted. (2) Meanings are to be connected with the target language, without going through the process of translating into the students native language.
11、They should be communicated “directly” by associating speech forms with actions, objects, gestures, and situations. (3) Language is proficiency, skills or habits. The formation of habits derives from continuous imitation and repetition. (4) Language is an art., not science. Learning a language large
12、ly lies in practice , not the knowledge of a language.,(5) Sentence is the minimum unit of speech communication. According to Gouin, verbal expression is closely linked with thought about real events. Thought and corresponding utterances do not occur randomly or singly; they come in sequences and en
13、d-means series. In addition, concrete meaning and usage of words can only be learned in sentences. (6) Historically speaking, spoken language came into being before written language. So speech patterns are fundamental while written language derivational. This view accounts for the emphasis on the pr
14、iority for spoken language teaching in the Direct Method. (7) Spoken language is a learnable system of sounds, and sounds are best described by phonetic transcription. Therefore we should attach great importance to phonetic teaching.,3.2 Theory of learning,(1) It is easier to memorize things with re
15、lations to others. So learning through sentences is better than learning isolated words. (2) Emphasis on the priority for spoken language fits psychological theories. It scattered the difficulties and makes language easy to learn. Whereas students may be frustrated if spoken and written language com
16、es at the same time.,(3)“Teaching a foreign language in that language” has wide theoretical base of memorial psychology. Review is an effective method to prevent forgetting. “Teaching a foreign language in that language” must rely on materials students have learned as much as possible. The more frequently they appear, the longer they stay in the memory. Association lays the foundation for memory. “Teaching a foreig
