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Using direct method in teaching English

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O’ZBEKISTON RESPUBLIKASI OLIY VA O’RTA MAXSUS TA’LIM VAZIRLIGI QARSHI DAVLAT UNIVERSITETI _________________________________ FAKULTETI INGLIZ TILI BO’LIMI III -KURS TALABASI ______________________________ning KURS ISHI MAVZU: " Using direct method in teaching English ” Rahbar: To’rayeva D. Qarshi-2019 1

Theme: The role of the direct method in teaching english A2 level of students Contents I ntroduction………………………………………………………………..3-4 Chapter I Theoretical foundation of direct method. 1.1 Creation of direct method as the most effective teaching method…...…5-7 1.2 The aims and special characteristics of using direct method in teaching english to A2 level students………………………………………………8-11 1.3 Secific techniques and strategies of the direct method …………..….12-18 Chapter II. The role of direct method in teaching English 2.1. The usage of direct method in teaching process……………….…… 19-27 2.2. Adventages and disadventages of using direct method…………...…28-33 Aims of Direct Method………………………………………………….34-35 Conclusion…………………………………………………………….…36-39 The list of literature……………………………………………………...…40 Internet si

Introduction In order to improve the training and provide better knowledge of foreign languages we have to accelerate the realization of the National Programmer of Personnel Training in the country. As in many other aspects of life the situation changed in a language policy. That requires creation of new textbooks, dictionaries, manuals. In order to fulfill this goals one must know every field of linguistics. In my opinion the theme of the work is very actual because there is not any manual which compare the lexical stylistic devices of the Uzbek and the English language. The decree of the first president of the republic of Uzbekistan on measures for further enhancement of the system of teaching of foreign languages 1 enlarges our possibilities to introduce and implement the advanced forei

In my research I have investigated history of the direct method. 4 The aim of the method is given clearly and also specific characteristics. Benefits of using methods during teaching process are significant. Teachers just should know what kind of techniques and strategies should be used while conducting their lesson to teach a language in easer way by using direct method. Moreover, information about advantages and disadvantages of using the method is covered in my work. Wet says, 5 “Language is expression of ideas by means of which speech sounds are combined into words, words are combined into sentences and combination of sentences gives answers to ideas and thoughts”. English has always been rated high in Pakistan. In the past, it was treated as a compulsory subject from class 6 upwards i

Chapter I Theoretical foundation of direct method. 1.1 Creation of direct method as the most effective teaching method If we take a deeper look into direct method's philosophies, we can see that it’s something teachers want to try out it in their classroom. Let’s begin.What’s the Direct Method? Around the turn of the 19th century in England a method arose that served to right the shortcomings of the grammar-translation method—the most prevalent language teaching approach in those days.So it contrasts with the grammar– translation method & Bilingual method of teaching and other traditional approaches, as well as with C.J.Dodson's bilingual method. It was adopted by key international language schools such as Berlitz and Inlingua in the 1970s. The direct method was developed as an ant

The grammar-translation method is especially adept at developing writing and reading skills, which is very important in dealing with Latin and Greek—dead languages, but for which a wealth of preserved literature abounds. But when it comes to practical, modern, spoken languages, it hasn’t resulted in students with communicative ability to carry an interesting conversation in the target language. So now comes the direct method, a repudiation of its predecessor. 7 As we shall soon see, grammar, which is at the core of the grammar- translation method, isn’t even expressly taught in this approach. There are no grammar exercises, no committing of rules to memory, no lessons on how to write the plural form of a noun or how to conjugate a verb. That’s why it’s also known as the “anti-grammatical m

Direct method in teaching a language is directly establishing an immediate and audio visual association between experience and expression, words and phrases, idioms and meanings, rules and performances through the teachers' body and mental skills, without any help of the learners' mother tongue. 7

1.2 The aims and special characteristics, of using direct method in teaching English to A2 level students. The direct method aims at establishing a direct bond between experience and expression. According to the direct method, the students should think directly in English. Direct method of teaching languages aims to build a direct way into the world of the target language making a relation between experience and language, word and idea, thought and expression rule and performance. This method intends for students to learn how to communicate in the target languageThis method is based on the assumption that the learner should experience the new language in the same way as he/she experienced his/her mother tongue without considering the existence of his/her mother tongue. The direct method lo

With the grammar-translation method, you have students who know about the language and can translate a sentence accurately, knowing the different grammatical rules. Unfortunately, they wouldn’t have enough communicative skills to find their way through a speed date. With the direct method, instead of learning about the language, students use the language to send and receive communication.In the teaching techniques that we will talk about shortly, you will notice that students are actively engaged in the different classroom activities. They’re not just passively sitting while taking down copious notes. In the direct method, students do a lot of talking, gesturing, acting and interacting. They’re encouraged to talk, no matter how imperfectly. The more talking time the students get, the bette

acquisitionSpeaking is supreme In the direct method, listening and speaking skills are given first priority. This would seem obvious in the field of language learning, but this is in stark contrast to the grammar-translation method where, because of the focus on linguistic structures, reading and writing skills are primarily developed. Not to sneer at writing and reading skills, but the time to focus hard on them should come later in the language acquisition process. With the grammar-translation method, you have students who know about the language and can translate a sentence accurately, knowing the different grammatical rules. Unfortunately, they wouldn’t have enough communicative skills to find their way through a speed date. With the direct method, instead of learning about the languag

Oral training helps in reading and writing listening and speaking simultaneously. Grammar is taught indirectly through the implication of the situation creation 11

1.3 Specific techniques and strategies of the direct method "Only the target language is used” That’s the first thing you read in any direct method lesson plan. While some do prefer to have some room to throw a little mother tongue here and there, like in teaching vocabulary, direct method purists would never utter a single sound outside the target language. Even in the first few sessions of the course when members of the class will be absolute beginners and all the words that are coming out of your mouth will sound like Greek to them, 9 you need to stick the target language when doing your presentations. That is, do everything possible—demonstrating, dramatizing, gesturing—to send your message using only the target language. The idea is that going through translations only bogs down l

●Student self-correction  when a student makes a mistake the teacher offers him/her a second chance by giving a choice. ●Conversation practice  the students are given an opportunity to ask their own questions to the other students or to the teacher. This enables both a teacher- learner interaction as well as a learner-learner interaction. ●Paragraph writing  the students are asked to write a passage in their own words. There are also the most important 5 Direct Method Teaching Techniques: 1. Example proliferation When you only have the target language to use during your lectures, you have to make it up somehow. Example proliferation is one of the ways you do that. 10 In order for your students to connect the dots and figure out vocabulary and rules of grammar for themselv

When students have pizzas and pies staring back at them, it’s very hard not to get the point. You can do a comprehension check by presenting an object of a different shape and asking the class if it’s a circle or not 2. Visual support A mantra of the direct method is “demonstrate, don’t translate.” When you do example proliferation to drive home a point, you would probably be hitting different learning modalities, different senses. And the most important sensory mechanism to hit—and hit again and again—is the visual sense. There are many ways you can do this. A simple gesture can make your point vivid and clarify your intent. For example, you can use a close fist to signify strength. Execute it over and over and your ESL students will know what you mean when you say, “This table is built s

story.Do the very same thing with your students. Read them a story. Preferably the kind with cool pictures. If you can somehow use a projector to have the images on the wall, so much the better. Choose a story containing simple sentences. Pace yourself. The goal of storytelling here isn’t to get to the last page. The story is your vehicle to expose your students to more of the language. So if you need to repeatedly read the sentences several times before proceeding to the next page, then do so.You don’t need to read verbatim, you can do short asides. For example, if there’s a line that reads, “The lips of the princess were painted red,” you can elaborate a bit by saying, “Red. Just like the rose I showed you earlier, remember?” So pace yourself. If there’s a particular vocabulary or concep

asking questions, encouraging them to reply only in the target language. You can ask the class as a whole or random students individually. “Jerry, how was your weekend?” “Class, did you see the news this morning? Any reactions?” “Can anyone tell me their greatest fear?” Sure, they’ll maybe answer you in the most basic form of the target language that they can muster, even almost incoherently mumbling. But you know that’s all part of the process. 12 Let them interact with each other. For example, split them up into pairs and let them do question-and-answer dialogues. One of the students will ask all the questions, the other will do the answering. They can ask any question that they want, and the answer given must be as honest as possible. The goal here isn’t to ask grammatically perfect que

groped our way to fluency. We not only speak English, we also think and dream in English.e. 5. Stress free and supportive environment Providing your students with a stress-free and supportive environment is a standard for all the other teaching approaches, but nowhere is it more important than in the direct method. Imagine being a student, sitting in your first language class, and immediately the teacher is addressing you in the language that you’re supposed to be learning— even though you haven’t learned a word yet. Everything that comes out of her mouth sounds all Greek to you (even though it’s Spanish or Korean). Yeah, her gestures and tones help somehow, but you can’t be really sure what she means.Even so, you start picking up a few sounds and tones, a few words here and there that you

Tim: “Yellow.” You: “Very good! Class, the banana is yellow.” What if Tim ventures on another answer, like “red,” how do you respond? You give Tim plenty of opportunity to self-correct and guide him to the answer. You can repeat his answer with a questioning tone (“Red?”) then give him options by saying, “Is it red (pointing to something red), or is it yellow (point to the banana)?”If he mispronounces “yellow,” feed the correct pronunciation to him and let him throw it back to you. In short, nobody in your class gets asked a question without being able to give the correct answer. Make students feel that you won’t leave them hanging, you won’t embarrass them in class and they’ll be active and willing participants in the learning process.And that’s what the direct method is all about—a uniqu

such. Instead, you’ll let your students figure out the rules for themselves. Your job is to give them plenty of materials to piece together so they can connect the dots and discover the parameters for themselves.Just as we acquired our first language through repeated exposure, so should it be in class. We didn’t memorize anything for our mother tongue, we simply acquired it through repeated exposure. So, how do teachers teach grammar when they aren’t supposed to point out any linguistic rule? It’s actually easier than we think. And, as a fulfilling bonus, teacher get to witness her students slowly figure things out for themselves.Students learn best when teacher teach them things that are only slightly beyond their reach and help them “get there” by giving them simple inputs that they can

because this is the kind of learning that really stays with the students.The benefit of Igetting students aware of target language is to activate schemata/schema which essentially means getting students tuned into the language and preparing them for the lesson. There I'll give a list of activities with direct method. 1. Antonym Matching The usual way to introduce key language is to just write them up on the whiteboard and provide the definition. This, in itself, is rather mundane and predictable. So, to liven things up a little more is to write up the words on pieces of paper all cut up and then write the opposite meanings on different pieces of paper. Get students to match words with their opposite meaning. 13 Not only does it give the learners a chance to think about the target langu

then the groups try to match words and definitions. It is a useful exercise and it would provide an opportunity for students to review language at the end of the class. 3. Unjumble the Words A simple and effective way for students to work out the target language is to jumble up all the letters from target language. It is such a popular activity for teachers and it takes little time to prepare for this activity. 4. Missing Vowels This is another quick and easy task for learners to focus on and is especially invaluable for Arabic learners of English, due to their weakness of reading and writing in English. It is very easy to do in MS Word and all you need to do is type out a few underscores where the vowels are. It is simple to do, type the word in MS Word and then highlight the vowel by pre

the flashcards to students on your left and on your right, with learners trying to keep up with saying the target language and all the flashcards being passed around. 6. Stress Patterns An alternative activity is to write out the target language that you would like to introduce and then determine where the stress is placed within the word. You then create a table with the different stress patterns and ask students to complete the table by placing the words under the corresponding stress pattern. It is a useful activity which could then lead on nicely to a pronunciation focus with target language. 7. Phonemic Words Another activity to focus on pronunciation is to write out the phonemic script for target language to get learners to become more aware how words are pronounced. It is also a gre

definitions – and tell them that they have one minute to remember as many words as possible. You then draw a circle around all words or phrases, point to it and students say the word. You slowly erase the words, keeping the circles that you drew around the word and then point to it. Students have to recall the word from memory and you then start to remove more and more words, so in the end all you have is a blank whiteboard with circles around missing words or phrases. It is up to the students to remember as many key words or phrases that they can remember and it is an engaging activity for all learners no matter their age. 10. Wordsearch This is a wonderful activity that I like to do either as a vocabulary review or an introduction, particularly for young learners. It is easy to create a

NOTE: Teacher should be aware of "high frequency words and verbs" and prioritize teaching for this. (i.e. Teach key verbs such as "To Go" and "To Be" before unusual verbs like "To Trim" or "To Sail"; likewise, teach Apple and Orange before Prune and Cranberry.) II. Syntax, the correct location of new Element in sentence: • SAY & REPEAT...Teacher states a phrase or sentence to student; Student repeats such 5-20 times. • ASK & REPLY IN NEGATIVE...Teacher uses Element in negative situations (e.g. "Are you the President of the United States?" or "Are you the teacher?"); Students says "No". If more advanced, may use the negative with "Not". • INTERROGATIVES Teacher provides intuitive examples using 5 "w"s (Who, What

20 per lesson, depending on student, see B.1), practicing all possible combinations and repeating 5-20 times each combination. B. Student-Led Limits: 1. Observe student carefully, to know when mental "saturation" point is reached, indicating student should not be taught more Elements until another time. 2. At this point, stop imparting new information, and simply do Review as follows: C. Review: Keep random, arbitrary sequencing. If appropriate, use visuals, pointing quickly to each. Employ different examples of Element that are easy to understand, changing country/city names, people names, and words student already knows. Keep a list of everything taught, so proper testing may be done. D. Observation and Notation: Teacher should maintain a student list of words/ phrases that are m

• Country Accents: Any student at intermediate stages or higher should be made aware of subtle variations in pronunciation, which depend on geography within a country or from country to country. An integral aspect of the Direct Method is varying the setting of teaching; instructors try different scenarios using the same Element. This makes the lessons more "real world," and it allows for some confusing distractions to the student and employs organic variables common in the culture and locale of language use. The principles of the Direct Method in teaching English:- 1. Reading in the target language should be taught from the beginning of the language instruction; however, the reading skill will be developed through practice with speaking. Language is primarily speech. Culture consis

9. Lesson should contain some conversational activity—some opportunity for students to use language in real contexts. Students should be encouraged to speak as much as possible. 10. Grammar should be taught inductively. There may never be an explicit grammar rule given. 11. Writing is an important skill, to be developed from the beginning of language instruction. 12. The syllabus is based on situations or topics, not usually on linguistic structures. 13. Learning another language also involves learning how speakers of that language live. 2.2. Adventages and disadventages of using direct method The Direct Method however, has some distinctive features and advantages which make it useful even today despite the advent of newer, more popular English language learning methods and approaches. Adv

The Direct Method is fairly simple and straightforward in its application towards language acquisition. The general manner of teaching using this method involves a three-stage procedure: Presentation · Practice · Production Each of these three general lesson stages has its own particular aspects and characteristics. We’ll briefly then examine each of these lesson and planning stages in order to have a better understanding of the Direct Method and its application. Foreign Language Acquisition Using Direct Method The Presentation Stage – In the presentation lesson stage of the Direct Method, the English or foreign language learners are introduced to the topic or theme of the lesson. This can be done through images, a video clip, a sound or audio clip, a short story, an anecdote, a Total Phys

This stage of the lesson features guided practice in using the lexis, vocabulary or grammar structure of the lesson. This stage is also relatively short, lasting from fifteen to twenty minutes, typically longer than the presentation stage. The Production Stage – The production stage of a Direct Method lesson allows the learners an opportunity for free or unguided practice in producing new language using the lexis, vocabulary or grammatical theme structure of the lesson. Learners may have short dialogues, conversations, interviews or inter-active oral discourse and dynamic speaking activities among themselves. Writing production activities like producing e-mails, notes, recipe or shopping lists, completing questionnaires by talking with several other learners or a small group are included a

Lessons are prepared to feature a specific grammar or structure point, specific key lexis or vocabulary, develop reading, listening comprehension or communicative writing skillsSo even though the Direct Method may no longer be “in vogue" with industry language acquisition leaders, the advantages of the Direct Method make it worthy of consideration as an addition to the teaching and learning repertoire of any English or foreign language. A list ofadvantages of Direct Method in Teaching English:  The following are the advantages of the Direct Method in teaching English:  Direct method helps learner to acquire correct pronunciation.  It provides better understanding  Time saving  Helped in teaching idioms  It provides better fluency of language  B

4. It aids written work:  Fluency of speech leads to case in writing. To express themselves in writing, the students have only to learn spellings, if a students can express as himself clearly in speaking, he can express himself in writing as well. 5. It facilities the study of literature:  It is believed that since the student acquires an ear for the language in direct method, it facilities the study of literature. 6. It makes use of audio-visual aids:  Audio-visual aids are used in the direct method. This makes the lesson interesting. MERITS Facilitates understanding of language – understanding of the target language becomes easier due to the inhibition of the linguistic interferences from the mother tongue, it establishes a direct bond between contexts, and helps in und

Helps in proceeding the English language from particular to general, it bridges the gap between practice and theory Makes use of audio-visual aids and also facilitates reading and writing. Facilitates alertness and participation of students. Disadvantages of Direct Method Teaching of English language:  Direct method is difficult as there no use of mother language.  It isn’t economical as it is requires various teaching aids.  Mayn’t be suitable for average or weaker students.  It requires competent teachers.  It gives overemphasis on listening and speaking skills.  It isn’t effective in early stages of learning. 1. It is an incomplete method:  Direct method lays too much emphasis on speaking. It neglects reading and writing. The tendency is to give

5. The classes are over-crowded:  Small classes are needed for the direct method so that the teacher can pay individual attention. But in a majority of schools the classes are very large. 7. It is difficult for explanation: DEMERITS Ignores systematic written work and reading activities May not hold well in higher-level classes where the translation method is more suitable Supports only limited vocabulary – it restricts the scope of vocabulary as not all words can be directly associated with their meanings Lacks application – the method aims at active command of a language, only the clever child can be profited by this method. Needs skilled teachers; e.g., most of the teachers in Indian schools have a poor command of English Does not suit or satisfy the needs of individual students i

Direct method occupies an important place amongst the various methods of teaching English, which came as a reaction against the traditional translation method. The direct method was also called the natural method or reformed method. The term ‘Direct method’ apparently was originated in France in a circular of the French minister of Public Instruction in 1901. The method received official sanction in 1908, but was revised in 1909 and again in 1925-26. The principles of the method came from Germany and were popularized by the International Phonetic Association, an association of French teachers formed in 1986. According to Champion, “The direct method is a method of teaching English directly. To teach English directly is to establish a direct or immediate association between experience and e

(5) In the direct method grammar is taught inductively rather than deductively. CONCLUSION 35

To sum up t he direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday’ language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different. The teacher and the students are more like partners in the teaching/learning process. Teacher/student interaction became fuller, guessing of context or content, completing fill-ins, and doing “cloze” exercises were the order of the

The most obvious advantage is that the learner achieves a good performance in the target language and learns to think in it. Hence inappropriate translations are avoided. The student will not be able to explain grammatical structures which might be a hindrance for self-correction. In the light of statistical analysis and the findings of this study, the following conclusions were drawn: It is obvious that children learn a wide range of vocabulary to communicate with others in context.In order to contextualize the vocabulary teachers need to use different techniques to teach it. The foremost common techniques to teach university students vocabulary are by real things (realia), actions (gesture), pictures (illustrations, posters), songs, storytelling, games, using readings, etc.Different ling

successful mastering a foreign language by the pupils is professionalism of the teacher which should in the work not only take into account the methodical principles underlying teaching, but also to be in constant search of new receptions and means of teaching which will recover a lesson, will make it fascinating, cognitive and remembered. The most useful for this purpose are the following receptions and methods: methods of constructivism, communicative methods, methods of projects and discussions, games and role games, etc. In my work have been analysed all these methods and the receptions raising quality of training to foreign language on the basis of studying of various techniques of teaching, used in work with pupils. Many of receptions can be applied with success at teaching children

target language in means of communication, will be better in oral production and comprehension than in writing and reading, will only later achieve knowledge about grammatical structures of the language, but will develop an unconscious feeling of grammatical correctness. Possibly they may have problems in writing or analysing complicated texts, as reading is not a focus of this method and texts used in the lessons are rather narrative than expositorý. The most obvious advantage is that the learner achieves a good performance in the target language and learns to think in it. Hence inappropriate translations are avoided. The student will not be able to explain grammatical structures which might be a hindrance for self-correction. 1. On a whole, the direct teaching method is more effective as

1. Islom Karimov ” Yuksak ma’naviyat- yengilmas kuch” Toshkent “Ma’naviyat” , 2008, B-173. 2. Islom Karimov “Barkamol avlod- O’zbekisto taraqiyotining poydevori ”.Toshkent 1997, B-152. 3. Islom Karimov “ O’zbekiston Mustaqillikka erishish ostonasida”, O’qituvchi nashriyoti. Toshkent 2011. 4. Ziyomuhammedov, Sh. Abdullayev “ Ilg’or pedogik texnologiya: Nazariya va amaliyot” Toshkent, 2001. 5. X. Rashidov, X. Xabib, G. Yuldasheva, A. Zokirov “ Kasbiy pedagogika” bilokni o’qitish metodikasi. Toshkent 2007, B-199 6. Malla Ochilov. “Yangi pedagogik texnalogiyalar”. Qarshi, “Nasaf” nashriyoti, 2000 B-79. 7.Xidirova Bibixol “Talim jarayonida pedagogik texnalogiyalarni qo’llashning nazariy va amaliy asoslari”. Toshkent, 2009 B-175. 8.Jamol Jalolov “ Chet tili o’qitish metodikasi”. Toshkent, “O’qit

1.star.mit.edu/genetics 2. www.britishcouncil.or.th/en/ english /.../ teaching - methods 3. www.ec english .com/ teaching - methods 4. www.onestop english .com 5. www.supportreal teachers .org 6. www.ncge.org/ 7. www.learn english .de/ Teachers /creative methods .html 41

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