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Tuesday, October 31, 2006

~*The Setence Outline*~

I. Abstract
I will collect the teaching materials of the big chain English cram schools
which are Hess, Joy, Giraffe and the Sesame Street therefore I can compare them more thoroughly in the way they use full and partial Direct Method. Furthermore I will analyze how the teaching materials, discipline and teaching of the Sesame Street Language School apply Direct Method fully. After that I will collect the data that is about the Direct Method can only be a pseudo method due to its lack of theoretical basis such as Approaches and Methods in Language Teaching this book has mentioned or the data that has bad comments on Direct Method such as Nagel Mark, Kuo, Yun-Chen and Jack C. Richards & Theodore S. Rodgers’s researches and the data that has positive view of Direct Method using. Moreover after the survey which is the questionnaires for the 6 Chinese teachers who have been taught in Sesame Street Language School and one of the big chain cram school for more than 4 years and Tests for the 10 students who are 13-year-old study in the highest level in Sesame Street Language School (stage F) and one of the big chain English cram school. Finally, the research will come to the discussion and conclusion part.

II. Introduction
Most of the English cram schools in Taiwan uses partial Direct Method as their teaching methodology except the Sesame Street Language School apply it fully in their teaching materials and teaching discipline. Besides the purpose of knowing how the Sesame Street Language School apply the Direct Method completely in terms of their teaching materials and teaching discipline, I also want to know which way is more suitable for the 7-13 year-old Taiwanese learners of English – full use of Direct Method or partial use of Direct Method? Is really Direct Method harmful to the EFL learners like Nagel Mark (1998) said? There must be a reason that the Sesame Street Language School in Taiwan insists on using full Direct Method in teaching and that must be beneficial and suitable to the 7-13 year-old Taiwanese EFL learners.

III. Review of Literature
In this part I will talk about the background and origin of the Direct Method, the researches have bad comments on Direct Method and the researches have good comments on Direct Method.

IV. Methodology
A. Subjects
1. Five students who are 13-year-old study in the highest level (stage F) in Sesame Street Language School.
2. Five students who are 13-year-old study in the highest level in one of the big chain English cram school.
3. Three experienced Chinese teachers who have been taught in Sesame Street Language School for more than 4 years.
4. Three experienced Chinese teachers who have been taught in one of the big chain cram school for more than 4 years.

B. The instruments and its procedures
1. Questionnaires for the 6 Chinese teachers who have been taught in Sesame Street Language School and one of the big chain cram schools for more than 4 years.
2. Tests for the 10 students who are 13-year-old study in the highest level in Sesame Street Language School and one of the big chain English cram school.

C. Data Analysis
I can get the information that is about the existing obstacles of applying full Direct Method from the questionnaires of the Chinese teachers and the learning result from the tests of the students.
V . Findings and Discussion
The findings of the existing obstacles of using full Direct Method and the ways that may help remove these difficulties.

VI. Conclusion
The full use of the Direct Method can be beneficial and suitable to the 7-13 year-old learners of English in Taiwan. The teaching materials that designed base on the Direct Method can help the learners of English. We can not judge the Direct Method because of a few fail cases. We have to know the way the teachers or the language schools apply the Direct Method. We can not make comments to the teaching methodology only; its teaching materials are also the factors that we have to consider. The complete cooperation with the Direct Method of the teaching materials is a key point to the success of the use of the Direct Method. If we only apply the Direct Method in teaching not the teaching materials, the learners of English of course have difficulties in learning. Teaching materials and teaching methodology should complement each other. The scholars before that made bad comments on the Direct Method generally focus on the teaching method only and neglected the complement and cooperation of the teaching materials which is very subjective.

VII. References

Jack, C. R., & Theodore, S. R. (2001). Approaches and Methods in Language Teaching. The United States of America: Cambridge University Press

Kuo, Yun-Chen. The Use of Mother Tongue in Second Language Class. Retrieved, from http://web.nutn.edu.tw/gac620/book/88%AF%C5%BE%C7%A5%CD%
B1M%C3D/6-2.htm

Nagel, Mark (1998). Direct Method Is Harmful For English Teaching. Kuo Chiao Tien Ti Journal. Retrieved May, 1998, fromhttp://readopac2.ncl.edu.tw/ncl3/
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