The direct method teaches foreign languages exclusively in the target language without using the native

language of the students. It focuses on developing oral proficiency through activities like questioning
and answering, conversation practice, and self-correction. The teacher acts as a facilitator, introducing
new vocabulary visually and inductively teaching grammar. Students are encouraged to think and
communicate in the target language from the beginning. While it is effective for pronunciation and oral
skills, it requires small class sizes and more teachers due to its immersive approach.
What is the Direct Method?
The Direct Method, also known as the Natural Method, emphasises teaching a
language through immersion and direct communication, mirroring the way a child learns
their first language. The approach aims to create an environment that replicates real-life
language usage, encouraging learners to think, communicate, and respond directly in
the target language.

It emerged in the 1890s, principally in response to the perceived inability of the

Grammar-Translation Method to teach learners to communicate fluently. Critics of the
Grammar-Translation Method argued that its focus on rules, translation and rote
memorization taught learners about the target language but not how to speak it. As a
result the Direct Method shifts the focus onto developing more active communication
skills.

Typical features of Direct Method lesson

There are a number of key features that characterise lessons taught using the Direct
Method.

 Language is learned inductively as grammar isn’t explicitly taught in the Direct

Method. The teacher provides a wealth of exercises and materials to help students
deduce / find the rules – grammar and vocabulary are acquired through repeated
exposure and practice. The acquisition of vocabulary can also be supported by the
teacher miming or using prompts such as pictures or realia.
 The Direct Method deliberately prioritises listening and speaking skills. 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.
 Language is seen as a route to communication and students will therefore do a lot of
talking, gesturing, acting and interacting in Direct Method lessons. No matter how
badly they speak, the educator constantly encourages language production. Over
time, the accuracy and fluency of students’ language is significantly improved.
 Educators employing the Direct Method aim to minimise the use of the learners’
native language during lessons. This encourages learners to think directly in the
target language, eliminating the need for translation.
 Vocabulary and grammar are introduced in context, rather than through isolated lists
or rules. This approach helps learners understand how words are used and how
sentences are formed in everyday situations.
 Classroom activities focus on interactive tasks such as role-playing, conversations,
and situational exercises. Learners actively participate in scenarios that reflect real-
world experiences, which enhances their language skills.
What are the advantages and disadvantages of the
Direct Method?
Advocates argue that the advantages of using the Direct Method in language teaching
are substantial and give students a more effective learning experience. As outlined
above, this approach prioritises authentic fluency by immersing learners in a language-
rich environment, where oral communication is key. By focusing on real-life situations
and interactions, the Direct Method also helps learners to not only grasp the mechanics
of their L2, but also to express themselves naturally and confidently.

In addition, the Direct Method enhances listening skills through continuous exposure to
spoken language. Learners become more attuned to different accents and intonations,
enabling them to understand native speakers more easily.

Both of the above points combine to emphasise how the Direct Method can powerfully
build learners’ confidence. Through interactive tasks such as role-playing, peer
conversations and situational exercises, students apply their language skills in a range
of practical contexts. This hands-on experience not only reinforces their learning but
also helps them to feel more prepared when engaged in real-life conversations.

The Direct Method’s adaptability is another advantage worth highlighting. It can be

tailored to suit learners of various ages and proficiency levels. The approach is
recognised to be particularly effective for beginners as they are gradually introduced to
the language without having the initial fear of speaking. Learners quickly become
accustomed to thinking and communicating in their L2, laying a strong foundation for
their future linguistic development.

However, as with any teaching method, the Direct Method is not without challenges. Its
time-intensive nature requires a significant commitment of classroom hours to facilitate
interactive exercises and communication activities. Additionally, the method’s success
relies heavily on skilled instructors who can maintain engaging conversations, correct
errors in real-time, and guide learners through complex linguistic scenarios.

Critics argue that the Direct Method’s focus on communication can lead to the neglect of
explicit grammar instruction. While contextual learning is certainly beneficial, a basic
understanding of grammar rules can aid learners to construct more complex sentences.
It is also worth bearing in mind that traditional testing techniques, such as multiple-
choice exams, may not be particularly effective when assessing students who have
been wholly schooled through the Direct Method. Developing appropriate assessment
tools can be a notable challenge – combining the Direct Method with other language
teaching methodologies can therefore provide a well-rounded approach that delivers
both communication and structured learning.
Using the Direct Method in your language classrooms
While using the Direct Method in 100% of your classes might present some challenges, the core
elements of this approach can be effectively included in many language teaching scenarios.
Here’s four ideas to get you thinking:

1. Interactive role-playing and conversations: Aim to create scenarios that mirror

real-life situations and encourage students to practise their language skills entirely in
their target language. For instance, why not design activities where students act out
ordering food in a restaurant, making travel arrangements or even practising a job
interview? This approach helps students apply vocabulary and grammar in context
and builds their ability to communicate effectively.
2. Vocabulary building: Try to introduce new vocabulary within the context of specific
situations. Instead of presenting a list of words in isolation, weave them into
scenarios to give them meaning. For example, when teaching travel topics, be sure to
introduce specific words and phrases that, for example, relate to airports, hotels, and
sightseeing. This not only enhances vocabulary retention, but also shows students
how words are correctly used in different contexts.
3. Immersive listening activities: For effective communication, students also need
strong listening skills, so always make time to include listening exercises that feature
native speakers or authentic audio recordings. This could include dialogues, podcasts
or videos. After listening, put students into pairs or small groups to analyse, discuss
or respond to what they’ve heard. This helps improve their comprehension skills and
trains them to process spoken language more effectively.
4. Technology Integration: Online language teaching platforms like Sanako
Connect and other digital language learning applications offer learners limitless
opportunities to practise speaking and listening. In fact, Connect’s speaking,
pronunciation and listening tools have been specifically developed to build students’
fluency and confidence when using their L2.
But, as always with a new teaching approach, Sanako’s recommendation is to test and try it in
your setting and then tailor it to your specific circumstances.

In conclusion, the Direct Method of language teaching places important emphasis on

immersion, communication and authenticity. As such, it provides a template for increasing the
time spent on language production in the classroom. Of course, it, like all other teaching
approaches, comes with challenges, but when carefully incorporated and adapted, the Direct
Method can significantly contribute to fostering linguistic fluency. As such, it’s worth exploring
how its central tenets could be included in your lesson planning!
Question 1: How is the “Audio-lingual method” applied in the teaching of English at the primarylevel in
Vietnam? (2 points)

Answer the question1. What is the “Audio-lingual method”? - Audio-Lingual Method (ALM), also known
as the traditional listening and speakingmethod, this method teaches language based on pre-
designed language patterns andstructures.- This method considers learning grammatical forms
and language structures as thestarting point for learners. It attaches great importance to the
cultivation of languageability through doing exercises, the effectiveness of learning is assessed
through theresults of the output test on language skills. It does not attach importance to
teachingVocabulary, instead, the method requires learners to practice on their own.

2. How’s ALM work?- In the process of language development for learners, the teacher will present the
correctgrammatical structure of a sentence and the learner will have to repeat it. The teacher willthen
continue by giving new words for learners to sample in the same structure. Learnerswill practice the
particular structure until they can use it spontaneously.For example, the teacher repeats a dialogue
sentence, such as "I have a cake." She thensupplies a prompt by saying "pizza" or showing a picture of a
pizza. Students shouldrespond, "I have a pizza." The exercise continues with other foods, such as
"chicken,""hamburger" and " fish" Using the same sentence, another drill could practice
differentsubjects

3. How is ALM applied in teaching English at the primary in Viet Nam? This method is applied in primary
schools in Vietnam to guide students to learn mainlyabout sentence structure and grammar.Some
advantages of AML, when used in primary schools in Vietnam, are as follows:- Students imitate the
teacher's oral communication, repeating the words and sentences inthe dialogue after the teacher
speaks. That helps students get in the habit of using thetarget language in communication.

3. How is ALM applied in teaching English at the primary in Viet Nam? This method is applied in primary
schools in Vietnam to guide students to learn mainlyabout sentence structure and grammar.Some
advantages of AML, when used in primary schools in Vietnam, are as follows:- Students imitate the
teacher's oral communication, repeating the words and sentences inthe dialogue after the teacher
speaks. That helps students get in the habit of using thetarget language in communication.For
example:The book "Family and friends 3" in Unit 2 (lesson 1) usesthis method to teach vocabulary
and dialogue so thatstudents' pronunciation and intonation are as correct aspossible.- The natural
order of the four skills: listening, speaking, reading, and writing is taught tohelp students fully
practice the target language. Teachers correct students' incorrectpronunciation directly to help
students pronounce correctly from the beginning.- Students have the opportunity to approach the
language through repeating sentencesmany times, practicing reading skills, and arranging sentences.
Therefore, students canlearn to answer automatically without stopping to think. The native language
(such asVietnamese) is not allowed to provide an opportunity for students to fully apply the
targetlanguage in the classroom.In conclusion, ALM is used for vocabulary and short conversations at
the primary in VietNam.

Question 2:Give instructions to 4th-grade students to help them complete the following task in class.
Read and answer the questions. Write Yes or No.

I am Harry. I’m seven years old. I live with my grandmother. We are a family. This is myfriend Adam. He’s
eight years old. His family is big. He lives with his mother, father, andtwo big sisters. We play together
and we share our toys. We go to school together, too.

1. Is Harry seven years old? ____

2. Does Harry live with his grandfather? ____

3. Is Adam seven years old? ____

4. Does Adam live with his sisters? ____

5. Is Harry’s family like Adam’s family? ____

6. Do Adam and Harry play together? ____

7. Do Adam and Harry share toys? ____

Answer the question: In my personal opinion, I will give instructions to 4th-grade students
to help themcomplete the following task in class as follows:

- Ask students to work in groups.

- Ask students to look at the exercise.

- Ask the groups to discuss the topic requirements.

- The teacher reads the requirements and calls on any group to summarize the main
requirement. If the students of that group cannot answer, invite other groups.

- Ask students "How many questions?"

- Ask groups to speak and choose an answer group until they have the correct answer. (7questions)

- The teacher reads each question clearly and explains enough to understand.- Ask students to stop
working in groups and change to individual work.

- Ask all students to read the passage within the given time.

- Ask some students to read the passage again. (After this process, the teacher must ensure that
students understand the text through interpreting)

- Ask students to reread each question and correct each sentence.

+ Check to understand from weak students, average students to good students, the teacher calls some
weak students to answer and give evidence on the lesson. If the student cannot answer and cannot give
evidence, the teacher must ask all students to focus and explain clearly again.

- The teacher keeps doing each sentence until all the questions are over.