The direct approach method for teaching foreign languages was established in Germany and France around 1900. It focuses exclusively on using the target language in the classroom through everyday vocabulary and question-answer exchanges between teachers and students. Grammar is taught inductively and new concepts are introduced orally using real-life objects and pictures. Both speech and listening comprehension are emphasized, along with correct pronunciation. The role of the teacher is to facilitate class discussion, while students take an active role by doing 80% of the talking.

1. Direct Approach

2. Background
 Established in Germany and France around
1900
Also known as natural and conversational
method
Adopted and popularized by Maximilian
Berlitz (1852-1921)

3. Tenets of Direct Approach
Classroom instruction was conducted
exclusively in the target language.
Only everyday vocabulary and sentences
were taught
Oral communication skills were built up in
graded progression organized around Q&A
exchanges between teacher and students

4. Who are Gottlieb Heness
& Lambert Sauveur?

5. Tenets of Direct Approach
 Grammar was taught inductively
 New teaching points were introduced orally
 Concrete vocabulary was taught through
demonstration, objects and picture
 Both speech and listening comprehension were
taught.
 Correct pronunciation were emphazised.

6. Characteristics of Direct Approach
• Refrain from using the learners native Language
• Teacher centering
• Teaching vocabulary through pantomiming, real
life objects and other visual materials
• Focus on question – answer p.attern
• Centrality of spoken language( including a native
like pronunciation)

7. Role of the teacher
 The role of the teacher is to direct the class or the
facilitator
 The teacher do the 20% talking
Role of the Student
 The role of the student is an active learners
 The students do 80% talking

8. STRENGHTS;
It is natural method
It gives fluency of speech
The learning is contextualized
Teaching vocabulary through realia brings
authenticity into the classroom
Learners have an active role

9. WEAKNESSES;
• It is incomplete method
• It require linguistic minded students
• The classes are over crowded
• It is difficult for explanation