Ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages

2. The aims and special characteristics, of using direct method in teaching English
The direct method aims at establishing a direct bond between experience and expression. According to the direct method, the students should think directly in English. Direct method of teaching languages aims to build a direct way into the world of the target language making a relation between experience and language, word and idea, thought and expression rule and performance. This method intends for students to learn how to communicate in the target language this method is based on the assumption that the learner should experience the new language in the same way as he/she experienced his/her mother tongue without considering the existence of his/her mother tongue.
The direct method looks to the processes of first language acquisition and applies them a second time to second language acquisition. When we first learned English, we didn’t have translations to get us through the day. Mommy and daddy talked to us in simple English and we slowly acquired it. Sure, there were times when we made mistakes. But through trial and error, we groped our way to fluency. We not only speak English, we also think and dream in English. If that’s how your students acquired their first language, then there’s no reason why the same mechanism wouldn’t work in second (or third, or fourth) language acquisition Speaking is supreme [15,84 p.].
In the direct method, listening and speaking skills are given first priority.
This would seem obvious in the field of language learning, but 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.
Not to sneer at writing and reading skills, but the time to focus hard on them should come later in the language acquisition process.
With the grammar-translation method, you have students who know about the language and can translate a sentence accurately, knowing the different grammatical rules. Unfortunately, they wouldn’t have enough communicative skills to find their way through a speed date. With the direct method, instead of learning about the language, students use the language to send and receive communication. In the teaching techniques that we will talk about shortly, you will notice that students are actively engaged in the different classroom activities. They’re not just passively sitting while taking down copious notes. In the direct method, students do a lot of talking, gesturing, acting and interacting. They’re encouraged to talk, no matter how imperfectly. The more talking time the students get, the better. They interact with you, the teacher, they interact with fellow students. Instead of looking at examples of sentences written on the blackboard, they get to feel it roll off their tongues and hear themselves speak in a language they’ll soon be fluent in.
By placing the correct emphasis on comprehension and conversational skills, students are given vivid firsthand experience with the language. They aren’t just learning about the language, they’re actually using it to send a message, perform a task or ask a question [12,70 p.].
With the direct method, language is really not an academic endeavor, as it has been for the grammar-translation method. Language is a way to communicate.
The direct method looks to the processes of first language acquisition and applies them a second time to second language acquisition. When we first learned English, we didn’t have translations to get us through the day. Mommy and daddy talked to us in simple English and we slowly acquired it. Sure, there were times when we made mistakes. But through trial and error, we groped our way to fluency. We not only speak English, we also think and dream in English. If that’s how your students acquired their first language, then there’s no reason why the same mechanism wouldn’t work in second (or third, or fourth) language acquisition Speaking is supreme in the direct method, listening and speaking skills are given first priority.
This would seem obvious in the field of language learning, but 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. Not to sneer at writing and reading skills, but the time to focus hard on them should come later in the language acquisition process. With the grammar-translation method, you have students who know about the language and can translate a sentence accurately, knowing the different grammatical rules. Unfortunately, they wouldn’t have enough communicative skills to find their way through a speed date. With the direct method, instead of learning about the language, students use the language to send and receive communication. In the teaching techniques that we will talk about shortly, you will notice that students are actively engaged in the different classroom activities. They’re not just passively sitting while taking down copious notes. In the direct method, students do a lot of talking, gesturing, acting and interacting. They’re encouraged to talk, no matter how imperfectly. The more talking time the students get, the better. They interact with you, the teacher, they interact with fellow students. Instead of looking at examples of sentences written on the blackboard, they get to feel it roll off their tongues and hear themselves speak in a language they’ll soon be fluent in. By placing the correct emphasis on comprehension and conversational skills, students are given vivid firsthand experience with the language. They aren’t just learning about the language, they’re actually using it to send a message, perform a task or ask a question [7,81 p.].
With the direct method, language is really not an academic endeavor, as it has been for the grammar-translation method. Language is a way to communicate.
No translation: Concepts are taught by means of objects or by natural contexts through the mental and physical skills of the teacher only.
Oral training helps in reading and writing listening and speaking simultaneously.
Grammar is taught indirectly through the implication of the situation creation
Some classroom techniques as methods or approaches to teaching English were adopted as a result of research in various techniques in the field of language learning and teaching. Many methods and approaches to teaching English have been developed as a result of the language's changing form and status [10,57 p.].
The limitations of one method or approach resulted in the development of another method or approach. To achieve the goals of English teaching, the teacher must use the suitable method or approach. A solid understanding of various methods and approaches, as well as their benefits and disadvantages, is required for this.
Difference between Method and Approach
Many times, the terms method and approach have been used interchangeable terms, but there is a difference between the two [2,107 p.].
Approach is a wider term than method. Approach is axiomatic (study of self-evident truths). In the words of Anthony,' "It states a point of view or philosophy or an assumption which one believes but cannot necessarily prove." 
Method is an overall plan based on some approach. In the words of Anthony, "Method is an overall plan for the orderly presentation of language material, no part of which disagrees and all of which is based upon the selected approach."
The term method includes the selection and classification of material to be taught. According to W.F. Mackey, "A method determines when and how much is taught, hence the meaning and form are expressed and what is done to make use of the language."
Thus, approach is concerned with assumptions, whereas method is a procedure based on some assumptions. In this way within one approach there can be many methods [6,73 p.].
Some Characteristics of a Good Method and Approach
Some of the characteristics which are used to evaluate the usefulness of a method and an approach are as follows: 
(1) The best method of approach is that through which maximum objectives can be covered. 
(2) That method is preferred which can be flexible for teaching children of different age groups. 
(3) A good method should be capable of teaching English language as well as literature. 
(4) The method or approach should follow the maxims (moral rule or principle) of teaching.
(5) The method or approach should be such that the whole course can be completed within the given time. 
(6) They should be suitable for both small and large sized classes. 
Methods of Teaching English
The methods used to teach a language differ depending on the goals for which it is taught. The methods used to teach a foreign language, such as English, are determined by the language's goals.
When developing aims, it is important to consider which methods will be most effective in achieving those aims. If the aim is to gather information, vocabulary is the most important factor, followed by grammar. The translation method is useful for obtaining information [2,114 p.].
The methods used to teach English can be divided into two: 
(1) Old methods
(a) Grammar-Translation Method
(b) Direct or Natural Method 
(2) New methods
(a) Dr. West's New Method
(b) Substitution Method
(c) Bilingual Method
(1) Grammar-Translation Method
This method is also called classical method. This method came to India with the Britishers. This method has no psychological basis but has following philosophical bases viz: 
(a) A foreign language can be easily learnt through translation. 
(b) Grammar is the soul of language. 
Procedure of Teaching
In translation method the English teacher translates each and every word, phrase, and sentence of English into mother tongue of the students. This is the oldest method of teaching English in our country. In this method text book occupies an important place. [10,44 p.].
The text book has, 
(a) all reading material, 
(b) specific classified vocabulary, 
(c) rules of grammar, and 
(d) each lesson with some new words. 
The teacher makes the meaning of every new word clear to students by translating them into mother tongue. Simultaneously they explains grammatical points and rules. Thus the method starts with the meaning of words and then explains the meaning of phrases and sentences. 
The three characteristics of this method are 
(i) The unit of teaching is word, 
(ii) mother-tongue over rules. 
(iii) grammatical rules are explained by the teacher. 
Summing up the method Champion writes, "under the translation method, the meaning of English words, phrases and sentences, is by means of word-for-word translation into the mother tongue."
Principles of Translation Method 
According to Thompson and Wyatt this method is based on three sound principles : 
(i) Translation interprets foreign phraseology (way of using language) best, 
(ii) In the process of interpretation, the foreign phraseology is assimilated, and 
(iii) The structure of a foreign language is best learnt when compared with that of the mother tongue. [9,81 p.].