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Abstract
The Direct Method emphasizes oral communication, exclusive use of the target language, and inductive grammar instruction. Though its origins lie in the late 19th century, the method continues to influence modern language pedagogy. This article reexamines the effectiveness of the Direct Method in current classrooms. Drawing upon pedagogical theory, empirical studies, and practical classroom examples, it evaluates the method’s impact on learner fluency, motivation, and communicative competence. The discussion includes research-supported benefits, limitations, and strategic implementations in blended teaching environments. Moreover, it analyzes the historical development, modern adaptations, and theoretical grounding that continue to shape the method’s relevance in second and foreign language instruction across diverse contexts.
References
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