Direct Method & Communicative Approach

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.

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It – – – –

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

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.

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