DIRECT METHOD (NATURAL METHOD)

1. DIRECT METHOD(NATURAL METHOD) Toward the middle of 19th century, teachers began to reject the Grammar Translation Method.

2. WHY ???

3. The practical need for oral communication for trade and commerce.

4. TheDirectMethodwastheoutcome of a reactionagainsttheGrammarTranslationMethod. Itwasbased on theassumptionthatthelearner of a foreignlanguageshouldthinkdirectly in thetargetlanguage.

5. Thelearnerlearnsthetargetlanguagethroughdiscussion, conversationandreading in thesecondlanguage. Itdoes not takerecoursetotranslationandforeigngrammar.

6. KEY FEATURES • no translation • grammarinductively • oral communicationthrough q&a • correctpronounciation • bothlisteningandspeechcomprehension • think in thetargetlanguage

7. everydayvocab & sentences • concretevocabthroughdemonstration, abstractvocabthroughassociation • use of connectedtexts • meaning of wordsbymeans of objectornaturalcontext

8. newteachingpointsthroughmodellingandpractice • no principleaboutstudent’sfeelings • classroominstructionexclusively in L2 • teachercentered • language is spoken,but not written • study of culture, history & geograpy

9. TYPICAL TECHNIQUES • readingaloud • questionsandanswersexercises • student self-correction • conversationpractice • fill in theblanks • dictation • pragraphwriting • mapdrawing

10. AWARENESS OF TEACHING

11. WHY SHOULD A TEACHER BE AWARE OF TEACHING?

12. Forthesake of improvinglearners’ chances of makinggoodprogress • Tomovefrom a levelguidedbyimpulseorroutineto a levelguidedbycriticalthinking • Tounderstandmoredeeplytherelationshipbetweentheirteachingbehavioursandconsequences on theirstudents • tonarrowthegapbetween an imaginedview of theirteachingandreality

13. Fourapproaches in awareness of teaching : • Observation of otherteacher’steaching • Self-observation • Actionresearh • Teacherjournals

14. OBSERVATION OF OTHER TEACHER’S TEACHING Teacher can seetheirownteaching in theteaching of others, andwhenteachersobserveotherstogain self knowledge, theyhavethechancetoconstructandreconstructtheirownknowledge.

15. A CheckListforObservingVocabLesson Yes No • Teacherintroducesnewvocabby • givingdefinition ___ ___ • givingsynonyms /antonyms ___ ___ • givingtranslation ___ ___ • havingstudentsguesswordfromthecontext ___ ___ • writingtheword in a sentences on the board ___ ___ • teacherusedaudiovisualaids: • realia (thingsweuseeveryday) ___ ___ • taperecorder ___ ___ • flashcards ___ ___ • overheadprojector ___ ___ • handouts ___ ___ • teachertaugtvocabthrough • drills ___ ___ • total physicalresponse ___ ___ • game/puzzles ___ ___

16. SELF-OBSERVATION Likeobservation of otherteachers, it’spossibleforteachersto video oraudiotapetheirownteaching, andreviewthetapewhileusing a tallysheetortakingdescriptivenotesormakingshorttranscripts of theclassroominteractiontostudy. Thisapproach is veryusefulforawareness of teacher.

17. ACTION RESEARCH Thisapproach is defined as self-reflectiveinquiry. Thepurpose of theteacher is toimprovetheirclassroompractice. Teacherusestheprocess of problem solvingtoenhancetheeffectiveness of his teaching, so he can discovernewaspect of his teaching.

18. TEACHER JOURNALS Journal is a first-personaccount of languagelearningorteachingexperience. Throughjournals, teachersmakedescriptiveobservations of theirownteaching, ask questionsandseekadvice of eachother, answerquestionsandgiveadvice, andcomment on remarksmade.

19. AWARENESS –BUILDING TASKS • thestudent’spoint of view • a personalizedchecklist • praisebehaviors • classroominteraction • in search of a problem andsolution • a teacherjournal

20. REFERENCES • Gebhard, G. Jerry. 1992. Awareness of Teaching: Approaches, Benefits, Tasks. USA: Indiana University of Pennsylvania. • Freeman, L. Diane.2000. TechniquesandPrinciples in LanguageTeaching. Oxford UniversityPress. • Harmer, Jeremy. 1983. ThePractice of EnglishLanguageTeaching. London, New York: LongmanPress. • http://dotsub.com/view/d8ffb2b8-0db6-44b0-b3ec-4bd31d1705b0 • http://www.englishraven.com/method_direct.html

21. THANKS…