A compare-contrast essay on the Direct Method, the Audio-lingual Method and the Situational Language Teaching

This essay will focus on compare and contrast between the Direct Method, the Audio-lingual Method, and the Situational Language Teaching. To discuss these methods we look through in the point of view of teachers and learners, activities, usage of different types of materials and theory of language and learning.

In terms of the theory of learning, these three methods use different principal. The Direct Method is also known as the ‘oral’ or ‘natural’ method. This approach uses inductive language. There is a direct relation between form and meaning. L2 learning is similar to L1 acquisition. There is direct exposure to the target language Learning occurs naturally. The Audio-Lingual Method Learning is based on the principles of Behaviorism. Habit Formation is essential. Rules are induced by examples. Explicit grammar rules are not given. Learning is inductive. Habit formation is actualized by means of repetitions and other mechanical drills. And The Situational Language Teaching is Focus on vocabulary and reading which one of the most salient traits of SLT is.  In fact, mastery of a set of high-frequency vocabulary items is believed to lead to good skills of reading. An analysis of English and a classification of its prominent grammatical structures into sentence patterns also called situational tables, are believed to help learners internalize grammatical rules.

In Contrast, the theory of language, each language is unique. No other language should interfere when learning a language. The Direct Method uses language for an oral purpose. The focus is on good pronunciation, spontaneous use of the language, little grammar analysis without translation. In The Audio-Lingual Method, language is based on descriptive linguistics. Every language has its own distinctive power. The system of language learning is comprised of several different levels. There is a natural order of skills like 1. Listening, 2. Speaking, 3.Reading, 4. Writing. Everyday speech and oral skills are important. Perfect pronunciation is required. Language is primarily for Oral Communication. And in The Situational Language Teaching is a type of behaviorist habit-learning theory. The approach gives primacy to the processes over the conditions of learning. The behaviorist theory of learning is based on the principle of habit formation. Mistakes are banned so as to avoid bad habit formation. Following the premises of behaviorism, a teacher presents language first orally after then in the written form.

In The Direct Method, the teacher introduces learners to phonetic symbols before they see standard writing examples. Sometimes they use visual aids to teach vocabulary. The teacher usually directs the interactions but he/she is not as dominant as in GTM. Sometimes acts like a partner of the students. In contrast between The Audio-Lingual Method and the Situational Language Teaching, the teacher is like an orchestra leader. S/he directs and controls the language behavior of the students. The teacher is a good model of the target language, especially for pronunciation and other oral skills.

Students play different roles in these methods. In the Direct Method, students are active participants. Sometimes pair works take place. Even the teacher takes roles in activities. Then in the Audio-Lingual Method, students are imitators of the teacher as a perfect model of the target language or the native speakers in the audio recordings. And in the Situational Language Teaching, at the initial stage, the learners are required simply to listen and repeat what the teacher says and to respond to questions and commands. They are likely to capitulate to undesirable behaviors unless successfully manipulated by the teacher. Later more active participation is encouraged.

The Direct Method uses some techniques as classroom activities like- Reading aloud, question and answer exercise, self-correction, conversation practice, fill-in-the-blank exercise, dictation, drawing for listening comprehension and paragraph writing. But it is not an easy methodology to use in a classroom situation especially it requires a small classroom. The bases of audio-lingual classroom practices are dialogues and drills. Dialogues are used for repetition and memorization. This automatic approach also focuses on various kinds of drill and pattern-practice exercise. Situational Language Teaching uses the practice techniques employed generally consist of guided repetition and substitution activities, including chorus repetition, dictation, drills and controlled oral-based reading and writing tasks. Other oral-practice techniques are sometimes used, including pair practice and group work.

Grammar is taught inductively in the Direct Method. Examples and drills are given and students are expected to discover and acquire the rules. Drills like chain drill, yes question, no question, or question are used to help students induce the rule. Explicit rules are not provided in the Audio-lingual classroom. Students induce the rules through examples and drills. Students acquire grammar by being exposed to patterns through mechanical drills. And SLT Grammar teaching involves in a situational presentation of new sentence patterns and drills to practice the patterns.

The situational method has an important objective proficiency in the four basic language skills: listening, speaking, reading, and writing. But in the direct method Speaking, listening, reading and writing are important skills. Especially speaking and listening are emphasized. Vocabulary is over grammar. In contrast, the audio-lingual method omits those as objectives but keeps the two objectives common to both methods: accurate pronunciation and grammar, quick and accurate speech responses.

To teach the Direct Method situational and topical syllabuses are used. Audio-lingual is a linguistic or structure-based approach to language teaching. Grammar points and sentence patterns in the structural syllabus usage to teach it. Situational Language Teaching syllabus is designed upon a word list and structural activities.

To evaluate students for the Direct Method is asked to students to use the language, not to demonstrate their knowledge about the language. Students' ability to use the language is tested. Not about language, the language itself. In Audio-lingual, discrete-point tests are used. Each item (question) should focus on only one point of the language at a time. Appropriate verb form in a sentence and set phrases are memorized with a focus on intonation. And in SLT, teachers use different types of drills to evaluate students.

There are many differences as well as similarities between Direct, Audio-lingual, and SLT. In fact, however, SLT was a development of the earlier Direct Method and does not have the strong ties to linguistics and behavioral psychology that characterize Audio-lingual.