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

The structure of course paper: It consists of introduction, main part divided into 5 plans, conclusion and the list of literature.


1. Creation of direct method as the most effective teaching method
If we take a deeper look into direct method's philosophies, we can see that it’s something teachers want to try out it in their classroom.
Let’s begin. What’s the Direct Method?
Around the turn of the 19th century in England a method arose that served to right the shortcomings of the grammar-translation method—the most prevalent language teaching approach in those days. So it contrasts with the grammar–translation method & Bilingual method of teaching and other traditional approaches, as well as with C.J. Dodson's bilingual method. It was adopted by key international language schools such as Berlitz and Inlingua in the 1970s.
The direct method was developed as an antithesis to grammar-translation method. When the grammar-translation method’s weaknesses became apparent, the direct method expressly addressed those competencies scarcely touched by its predecessor. So what’s the grammar-translation method? Let’s review [4,87 p.].
It’s the teaching method that puts grammar—its rules, morphology, syntax—at the forefront. Meaning, language is taught by analyzing the different elements of language and explicitly prescribing correct ways of combining those elements.
A teacher composing a sample sentence on the board, and then labeling the words as nouns, verbs and adjectives while explaining how they relate to each other, is using grammar-translation method to teach language. The approach is usually championed in textbooks where the different parts of speech have their own chapters and, at the end of each chapter, practice exercises abound.
The “translation” part of “grammar-translation” is embodied in the vocabulary lists that give the equivalents of words in the target language. Translation exercises where students are asked to translate words, phrases and sentences are often used.
The grammar-translation method is especially adept at developing writing and reading skills, which is very important in dealing with Latin and Greek—dead languages, but for which a wealth of preserved literature abounds. But when it comes to practical, modern, spoken languages, it hasn’t resulted in students with communicative ability to carry an interesting conversation in the target language. So now comes the direct method, a repudiation of its predecessor [12,46 p.].
As we shall soon see, grammar, which is at the core of the grammar-translation method, isn’t even expressly taught in this approach. There are no grammar exercises, no committing of rules to memory, no lessons on how to write the plural form of a noun or how to conjugate a verb. That’s why it’s also known as the “anti-grammatical method.”
And while the grammar-translation is taught using the students’ first language, the direct method uses only the target language. Imagine! In a Spanish class that uses this method, you’d only use Spanish to teach your students the language.
The direct method is also known as natural method because it looks to the process of first language acquisition to set the context and techniques for second language acquisition. When we learned our mother tongue, we didn’t go through grammar lessons and translation drills. It was developed as a reaction to the grammar translation method and is designed to take the learner into the domain of the target language in the most natural manner.
The main objective is to impart a perfect command of a foreign language. The main focus being to make the learner think in the targeted language in the same manner as the learning of his/her mother-tongue in the most natural way.
In traditional language-learning, pupil participation was found to be diminished as the teaching is perceived to be long and monotonous.
Direct method in teaching a language is directly establishing an immediate and audio visual association between experience and expression, words and phrases, idioms and meanings, rules and performances through the teachers' body and mental skills, without any help of the learners' mother tongue [7,44 p.].
In language teaching, there are many different methods that can be applied by the teacher as a guiding principle. One of many methods to use is Direct method. The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners ' native language and uses only the target language that has been popular since it enables students to communicate in the foreign language. It also as the teaching manner that is used by the teacher directly face to face with the students to give the material in front of the class and it is very easy to make the students understandable to accept the teacher explanation [17,73 p.].
According to The development of Direct Method with L. Sauveur, stated that “a foreign language could be taught without translation or the use of the learner’s native language if meaning was conveyed directly through demonstration and action”. It is possible to agree about the statement because if meaning that be demonstrate directly by the teacher, automatically student can understand well without translation. Thus, can encouraged students to speak but not forced and it is not separated in good pronunciation with accuracy and fluency. In this method to enrich student’s oral communication these symbolic messages are transferred by means of intonation and tone of voice. In intonation means the way that teacher’s pitch of voice rises and falls when speaking and in tone of voice means the teacher implies his or her attitude to the message for students be understand. By two basic communications that teacher do for the students, it can make students imitate what the teacher do to speak and they can applicate it in the classroom like asking and giving answer or tell their statement or argument be clearly and better. Moreover, Conversational activities hold an important place in this method. Through using language in real contexts, students stand a better chance of thinking, and speaking in the target language to be good in pronunciation [16,76 p.].
It can be fun of practice where the student can get many creative teaching from the teacher. By teachers’ creativity, it makes students more interesting because there are so many activities that can be used by the teacher like using mimic real in this case is like pantomime that have meaning so that students can catch what the teachers said. Many fun activities can make student to adaptation and be comfortable about target language which is supported by the easy instruction from the teacher itself. This fun practice activity not only as usual but use visual aids to improve their understanding about the content that they have. By using visual aids, it can help the students to reach their objectives by providing emphasis to whatever being said. Not only that, visual aids involve students and require a change from one activity to another from hearing to seeing. There are many visual aids that the teacher uses to explain the meaning like realia or picture. It is important if students do not clearly grasp the spoken word, a visual using realia or picture may help the students to better absorb information. So that it can more understandable and it can stimulate interest more easily than words [19,81 p.].