Routledge Dictionary of Language and Linguistics.pdf

A-Z 317Vennemann, T. 1972. Phonetic detail in assimilation: problems in Germanic phonology. Lg 48.863–92.historical linguistics, language change, sound changedirect method (also natural method)Language-teaching method developed as an outgrowth of the natural method attributed toL. Sauveau (1826–1907) in the 1860s. The direct method, according to which instructionis to take place exclusively in the target language, became established in France andGermany around the turn of the century. Other goals and strategies that characterize thismethodology include: the presentation of vocabulary through the use of pantomime,realia and visuals, thus avoiding translation; an inductive approach to grammar; theprimacy of the spoken language and the emphasis on correct pronunciation; a reliance onquestion-answer exercise formats. It was only cautiously and marginally embraced inBritain and North America outside of commercial schools. Recent communicativeapproaches to language teaching have questioned the theoretical basis and techniques ofthe direct method, including its teacher-centered strategies, its disregard for processstrategies, its lack of emphasis on sociopragmatic competency, etc. ( also languagepedagogy, second language acquisition)ReferencesGouin, F. 1882. The art of teaching and studying languages. Trans. by H.Swan and V.Betts.London.Krause, C.A. 1916. The direct method in modern languages. New York.Richards, J.C. and T.S.Rodgers. 1986. Approaches and methods in language teaching. Cambridge.Sauzé, E.B. de 1929. The Cleveland plan for the teaching of modern languages with specialreference to French. (Rev. edn 1959.) Philadelphia, PA.direct objectSyntactic function in nominative languages which, depending on the language, can beexpressed morphologically, positionally, or structurally. The most commonmorphological marker is the accusative, although dative and genitive objects aresometimes treated as direct objects, due to their behavior. A characteristic of directobjects is that they become the subject in passive sentences: Philip is eating the appleThe apple is being eaten. In addition, the distinction between transitive (e.g. to see, tolove, to meet) and intransitive verbs (e.g. to sleep, to work) depends on whether or not the