ABSTRACT
Language-teaching method developed as an outgrowth of the natural method attributed to L. Sauveau (1826-1907) in the 1860s. The direct method, according to which instruction is to take place exclusively in the target language, became established in France and Germany around the turn of the century. Other goals and strategies that characterize this methodology include: the presentation of vocabulary through the use of pantomime, realia and visuals, thus avoiding translation; an inductive approach to grammar; the primacy of the spoken language and the emphasis on correct pronunciation; a reliance on question-answer exercise formats. It was only cautiously and marginally embraced in Britain and North America outside of commercial schools. Recent communicative approaches to language teaching have questioned the theoretical basis and techniques of the direct method, including its teacher-centered strategies, its disregard for process strategies, its lack of emphasis on sociopragmatic competency, etc. ( also language pedagogy, second language acquisition)
References
Gouin, F. 1882. The art of teaching and studying languages. Trans. by H.Swan and V.Betts. London.
