The teacher explains new vocabulary using realia, visual aids or demonstrations.

In the classroomAspects of the Direct Method are still evident in many ELT classrooms, such as the emphasis on listening and speaking, the use of the target language for all class instructions, and the use of visuals and realia to illustrate meaning.

The proponents of DMT believe that language learners should practice target language directly, in the same way as they learned their mother tongue without assistance of any other language.

It aims to learn how to communicate in the target language.

· No more excessive dictation and translation

· No memorizing of rigid grammar rules but concepts are to be taught by means of objects or contexts.

· Reading and writing is practiced with help of oral/verbal instructions.

· It builds listening and speaking competency.

· Grammar is to be taught indirectly rather than cramming of rules.

In Direct Method, teacher points to a picture (for leering vocabulary) or makes a gesture (to demonstrate an action) to make sure that learners understand clearly.

· Then teacher introduce that element verbally. (With loud and accurate pronunciation)

· After listening teacher’s pronunciation, learners try to pronounce same words.

· Teacher corrects learner’s mistakes, pointing to articulatory gestures to show proper shaping of articulators.

· Students repeats same element at the time until they became familiar with it.

· Then teacher introduces the correct use of new element in sentence.

• The learner receives more input in the target language than when the language is instructed in their native language.

• The learner creates direct associations between words in the foreign language and concepts in their mind, actions, situations, etc., instead of indirect connections via words in their native language. (This can be important when words in the target language are difficult to map to words in the native language.)

• The learner is encouraged much earlier to think in the target language (which may reduce interference from the native language, although no language teaching method prevents it entirely).

• Classes have few students, so the intensity of the learning process can be increased.

• Activities are much more teacher-guided than in certain other methods that allow, e.g., peer teaching/peer learning.

• There is no emphasis on authentic materials.

• Some learners may not like the delay in learning to read and write, e.g. if they need to learn the language for professional reasons.

• The direct method requires a high level of language competence in teachers, since they are not supposed to compensate lower language skills by relying on their native language.

• The small class size made the direct method unsuitable for public education.

• At the beginning, the learner may feel overwhelmed by the new language, and certain emotional states

• Some concepts are difficult to explain without recourse to the learner's native language. (However, if an occasional translations is allowed, this need not be a disadvantage of the direct method.)

• When there is a big distance between the learner's native language and the target language, certain aspects are difficult to explain without using the learner's native language.