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3.    The mother tongue is never used (i.e. there is no translation).

4.    Orał communication skills are built up in a carefully graded progression organised around question-and-answer exchanges between teachers and students in smali, intensive classes. The preferred type of exercise is a senes of ąuestions in the target language based on the anecdote or dialogue, and answered in the target language.

5.    Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas.

6.    Grammar is taught inductively, rule generalisation comes only after experience.

7.    Both speech and listening comprehension are taught.

8.    Verbs are used first, and systematically conjugated much later.

9.    Correct pronunciation and grammar are emphasised.

10.    Advanced students read literaturę for comprehension and pleasure, literary texts are not analysed grammatically.

11.    The culture associated with the target language is also taught inductively.

As appears from the above, it was the practice that indicated that

there were too many difficulties in the use of the direct method. The

main of them being the following:

A.    No scientific principles were applied to the selection of study materiał and vocabulary in particular. The only principle applied was the topical one, i.e. the materiał was arranged in topics. As a result of such arrangement of vocabulary, the leamers had to assimilate a great number of words. In textbooks used the vocabulary listed about 8000 words.

B.    School conditions did not favour the development of leamers' speech habits (too few words a week, overcrowded classes, lack of visual materials, etc.).

C.    Excessive preoccupation with pronunciation and intonation, the time often spent in getting a meaning across, and the tension caused by the exclusive use of the target language were frustrating.

D.    In the hands of inexperienced and ill-equipped teachers the direct method did not work and the teachers had to return to the old grammar-translation method.

The direct method is a method of foreign or second language teaching which has the following features:

-    only the target language should be used in class,

-    meanings should be communicated “directly ” by associating speech forms with actions, objects, mime, gestures, and situations,

-    reading and writing should be taught only after speaking,

-    grammar should only be taught inductively, i.e. grammar rules should not be taught to the learners. (Richards 1992:109)

2.3. The Orał Approach and Situational Language Teaching 2.3.1. Background

During the period between the two wars it became possible to revive some of the main principles of the direct method. It was possible by taking notę of the new developments in the field of linguistics (Ferdinand de Saussure) and psychology (Edward L. Thomdike). This was done by Harold Palmer and Michał West, prominent British methodologists.

2.3.2. The main points of the method

A.    In leaming a foreign language the learners must follow the path they have followed in acąuiring the tongue, i.e. starting with orał language.

B.    The teaching of a foreign language must be based upon carefully selected materiał. H.Palmer was one of the first methodologists who tried to work out the principles of vocabulary selection on a scientific basis. A special research institute was established in Tokyo and H.Palmer headed this institute. The result of the work was a 3000 word minimum vocabulary list.

C.    Great attention should be given to the rationalisation of study materiał to make the assimilation of a foreign language easier.

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