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【Abstract】The Direct Method and the Communicative Approach are two different kinds of methods in teaching foreign languages. There are obvious advantages in using the Direct Method. However，people found a number of shortcomings in this method. It is not easy to apply after the first stages of language learning when ideas and concepts become more abstract and complicated. This method assumes that adults can learn a second language the same way that children learn their first language. However，more attention should be paid to the differences between these two groups of people.Obviously，the Communicative Approach contributes a lot to the foreign language teaching. But it is certain that it’s not a perfect teaching system. There are quite a few questions needing resolutions.Developing a methodology involves the synthesis of theory and practice into a program that works. It generally means drawing from several methods and approaches in order to create an integrated curriculum that will meet the needs of the situation and students. Integrative and / or instrumental goals，the particular concepts being taught，learning and teaching preferences，cultural factors，and age and competency levels of students are all important considerations.
【Key words】the direct method；the communicative approach；comparison；foreign language teaching；native language；target language
I.Introduction
Good teachers always want to make use of the most effective method of teaching and the best instructional materials available. Teachers of foreign languages are no exception.
Language teaching is a teaching course with targets，plans and steps. In this course，the teaching activities adopted are dominated on the basis of a certain teaching method ideology. If the method ideology is suitable for the objective law of teaching，or the method is proper，a good teaching effect can be achieved；if not，or the method is improper，the teaching effect can not be reached as expected. Therefore，the method is the core in language teaching.
The scientific method in language teaching exists objectively. Wardhaugh（1968）has rightly observed that language teaching involves at least three disciplines：linguistics，psychology and pedagogy. Linguistics provides information about language in general and about the specific language being taught；psychology describes how learning takes place；and pedagogy blends the information from linguistics and psychology into a compatible method of presentation in the classroom. Since the disciplines of linguistics and psychology have changed their theoretical viewpoints from time to time，pedagogical methods reflecting these disciplines have also changed. Various countries have made a lot of efforts in the aspect of searching out and researching into the foreign language teaching methods. The language teaching develops continuously，especially in the aspects of linguistics，psychology and sociology，and the research on the method has been deepened accordingly.
II.The differences of the Direct Method and the Communicative Approach
1. Background knowledge about the Direct Method. The Direct Method was produced at the end of 19th century and at the beginning of 20th century，based on the criticism of Grammar-Translation Method. On one hand，the social politics and economy developed rapidly，and the international communications became more and more frequent. At that time，lots of capitalist countries walked up to the imperialism successively which took a policy of invasion and expansion outwards. As a result，a new requirement of foreign language teaching is needed，that is，to grasp a living language，especially spoken language，so that we can understand the foreigner’s saying and ideas in foreign countries. On the other hand，the linguistics and psychology were developed. At that time，H .Paul，a representative of young grammatical school，and some scholars made some researches on the phonetic changes and colloquial psychology of modern language. The psychologist W·Wundt thought that it was feeling not thinking，intuition not intellect that played a main role in language action，and the strongest feeling was caused by sound.
2. Concept of the Direct Method. The definition of the Direct Method in W’s Dictionary is：The Direct Method is a method for teaching foreign language，above of all，teaching modern language，that is，the foreign language is taught through talking，conversation and using foreign language，not through native language，translation and formal grammar. The meaning of a new word is explained by showing objects，pictures or acts. The final goal of this method is to train the students to think in foreign language in conversation，reading and writing.
3. Major Characteristics.Generally speaking，the
characteristics of the Direct Method are as follows：（1）The process of learning foreign language should be equal to the process of learning native language，and the foreign language must be learned in natural circumstance or situation；（2）Establishing a relationship between the foreign language and objective matters，thinking in foreign language directly；extensively using objective method such as objects，pictures，contexts，synonyms，antonyms，games，etc. or using foreign language in explaining the words’ meaning，absolutely not using native language or in the most part of time so as to avoid the interference caused by native language；（3）The imitation and the sensation are the foundation of foreign language teaching，and learning foreign language mainly depends on mechanically imitation；（4）A coherent language activity is the starting point of teaching. The sentence is regarded as the basis of teaching. It is required to replace or use the present sentence and not to analyze words as well as their matching relationship；（5）Place the grammar teaching in the second position. The grammar is only a standard which is used to check whether the language activity is correct or not its senior stage. The inductive way is adopted to sum up the language materials and grammar while the deductive way is repelled completely. 4. Background knowledge about The Communicative Approach. The Communicative approach is one of the teaching and studying schools for foreign language，which is quite popular abroad in recent decades. It was initiated in the early of 1970s in the present century，and English linguist D.A.Wilkins was the founder. There are two aspects for the origination of the communicative approach：（1）with the rapid developed science and technology of society，the communication of political，economy and culture among countries is becoming increasingly frequent，the demand for foreign language personnel in specific field is extremely imperative therefore. Since the traditional Grammar-Translation Method and the Audio-Lingual Method are far from meeting the various needs of society in foreign language for their limitation，the communicative approach is emerged to come into being.（2）The development of social linguistics，psycholinguistics and transformational
-generative school provides theoretical foundation for the communicative approach. The social linguistics maintains that the social function of language is to serve each communicative activity in society as a communicative tool. Each of the communicative activity includes two aspects：（1）the expressed content for achieving certain communicative goal；（2）expression form of the content Generally speaking，the former is called idea，and the latter is called the expression of idea. The psycholinguistics and Transformational-Generative school hold that the cerebrum of human being has the congenital ability in grasping language，and the ability is also effective in learning foreign language.
5. The Concept of the Communicative Approach. The Communicative Approach is also called functional approach. It attaches great importance to the communicative function of language and it holds that shortcut of language study should be from function to form，from idea to expression. It pays attention to bring the students’ congenital ability on learning and using language into play.
6. Major Characteristics. The characteristics of the communicative Approach are as follows：（1）The teaching content takes language function as the key link，which is fixed up in accordance with the different demands of studying object. For example，the demands of the scientist and technologist，the translator，the foreign language teacher，the tourist adviser，the diplomatic personnel and the economic worker are different from each other，so the most necessary language materials for achieving certain communication are chosen which are usually the most common structure form.（2）Teaching process is communicative. Taking the students as dominant factor in teaching activity，requesting them to get in touch with the language fully，furthermore，to try in speaking the language used in real communication by the people of English speaking country. The teacher should provide real situations and create foreign language circumstances so that the students can learn and use the language actively and creatively.（3）It is normal that the students make language mistakes. A“Relay language” is bound to come out while a person is learning a language. When a “Relay language” transits to a perfect language step by step，the mistakes will disappear naturally and gradually. Therefore，we don’t emphasize that the teacher should correct the students’ mistake at all times in order to avoid diverting the students’ attention. Meanwhile，the teacher should make the students pay full attention to the content he is expressing.（4）The communicative approach doesn’t exclude grammar or native language. It does not exclude Grammar-Translation method，either it is only against taking grammar as the key link，but not excluding grammar teaching. However，the major premise of the communicative approach takes the function as the key link. One function or one meaning has several expression ways. With this concept in mind，the students will not equate form with form. 7. The Advantages and Disadvantages of the Two Method. Generally speaking，the advantages of the Direct Method are：（1）Attaching importance to the living using of language as well as the pronunciation and colloquial teaching；（2）Paying attention to imitation，reading aloud and remembering which are helpful to the students to master the language skills.（3）Attaching importance to using audio-visual teaching tools which are beneficial to attracting teenagers’ attention，arousing their interests and initiative on learning foreign language so as to help them organize their thinking and accelerate the direct relationship between the foreign language and the objective matters.
As we know，everything has two sides，so does the Direct Method. With the development of linguistics and psychology，the Direct Method reveals its drawback：（1）Ignoring the function of native language. It is easy to cause misunderstanding and wasting of time if some words with abstract concept and grammar are not explained in native language；（2）Ignoring the function of grammar and doing insufficient exercise on language structure. Only unilaterally emphasizing the mechanical imitation and memory.
Compared with the Direct Method，the Communicative Approach puts the teaching of foreign languages on a new stage. It applies the fresh development of language researches to foreign language teaching promptly. It takes the students’requirements seriously and attaches importance to train the communicative ability. Moreover，the Communicative Approach looks on the language function as the key link and makes the teaching process have communicative functions.
When we communicate，we use the language to accomplish some function，such as arguing，persuading，or promising. We carry out these functions within a social context. A speaker will choose a particular way to express his argument not only based upon his intent and his level of emotion，but also on whom he is addressing and what his relationship with that person is.
Furthermore，since communication is a process，it is insufficient for students to simply have knowledge of target language forms，meanings，and functions. Students must be able to apply this knowledge in negotiating meaning. It is through the interaction between speaker and listener that meaning becomes clear. The listener gives the speaker feedback as to whether or not he understands what the speaker has said. In this way，the speaker can revise what he has said and try to communicate his intended meaning again，if necessary. Obviously，the Communicative Approach contributes a lot to the foreign language teaching. But it is certain that it’s not a perfect teaching system. There are quite a few questions needing resolutions such as how to deal with the relationship between language ability and communicative ability；how to deal with the relationship between grammar system and functional synopsis in practice；whether such teaching system which is set up mainly for the adults with clean-cut studying purpose is applicable to the foreign language teaching in ordinary school or not.
8. An Illustration.In order to compare the two methods more clearly，take one passage for example：We are looking at a map of the United States. Canada is the country to the north of the United States，and Mexico is the country to the south of the United States. Between Canada and the United States are the Great Lakes. Between Mexico and the United States is the Rio Grande River. On the East Coast is the Atlantic Ocean，and on the West Coast is the Pacific Ocean. In the East is a mountain range called the Appalachian Mountains.
Let us see how this passage is put into practice in the Direct Method：
The students read it aloud in the target language.
The teacher points to a part of the map after each sentence is read. Objects present immediately classroom environment should be used to help students understand the meaning.
The teacher uses the target language to ask the students if they have a question. The students use the target language to ask their questions.
The teacher answers the students’ questions by drawing on the blackboard or giving examples. The teacher should demonstrate，not explain or translate. It is desirable that students make a direct association between the target language and meaning.
How can we deal with the passage in the Communicative Approach？
The teacher distributes a handout that has a copy about the United States geography.
The teacher tells the students to underline the situations and to say whether they are in the same direction as in China.
The teacher gives the students the directions in the target language which is a vehicle for classroom communication，not just the object of study.
The students try to state the geography in China according to the passage. Being able to figure out the Chinese geography is part of being communicatively competent.
III.Conclusion
The Direct Method and the Communicative Approach are two kinds of different methods. Both have their own characteristics. advantages and disadvantages. “We，as future language teachers have an open field. We are free to experiment and innovate.”（Robinett.1980）
Teaching as a self-conscious enquiring enterprise whereby classroom activities are referred to theoretical principles of one sort or another. The teaching task is to see that the techniques which are used are effective in promoting learning objectives，so they have to be designed to account for specific context of instruction.
H.G.Widdowson（1991）regards the classroom as the context for two related kinds of activity：instructional activity and experimental activity. He said，“the experimental activity and the instructional activity are reciprocally enhanced，and the most effective pedagogy is one in which the two act together. In this way，teaching which provides for learner development serves the cause of teacher development at the same time.”
It’s true that all teaching materials and methods are changeable. The main idea of foreign language teaching school is the changes and reformation on language teaching. The pedagogic reformation must undergo the test of practice and experiments and is in accordance with the principles of linguistics、psychology、education、sociology and philosophy.
Only development、creation and innovation can have living pedagogy science.
参 考 文 献
[1]胡春洞.英语教学法[M].北京：高等教育出版社，1990
[2]吴棠，王才仁，杭宝桐.中学英语教学法[M].1984
[3]舒白梅.现代外语教育学[M].上海：上海外语教育出版社，2005
[4]李庭芗.英语教学法[M].北京：高等教育出版社，1983
[5]Betty Wallace Robinett.Teaching English to speakers of other languages.1980
[6]H.G.Widdowson.Aspects of Language Teaching.1991
[7]应天云.外语教学法[M].北京：高等教育出版社，1986
[8]张正东.外语教育学[M].重庆：重庆出版社，1987
【Key words】the direct method；the communicative approach；comparison；foreign language teaching；native language；target language
I.Introduction
Good teachers always want to make use of the most effective method of teaching and the best instructional materials available. Teachers of foreign languages are no exception.
Language teaching is a teaching course with targets，plans and steps. In this course，the teaching activities adopted are dominated on the basis of a certain teaching method ideology. If the method ideology is suitable for the objective law of teaching，or the method is proper，a good teaching effect can be achieved；if not，or the method is improper，the teaching effect can not be reached as expected. Therefore，the method is the core in language teaching.
The scientific method in language teaching exists objectively. Wardhaugh（1968）has rightly observed that language teaching involves at least three disciplines：linguistics，psychology and pedagogy. Linguistics provides information about language in general and about the specific language being taught；psychology describes how learning takes place；and pedagogy blends the information from linguistics and psychology into a compatible method of presentation in the classroom. Since the disciplines of linguistics and psychology have changed their theoretical viewpoints from time to time，pedagogical methods reflecting these disciplines have also changed. Various countries have made a lot of efforts in the aspect of searching out and researching into the foreign language teaching methods. The language teaching develops continuously，especially in the aspects of linguistics，psychology and sociology，and the research on the method has been deepened accordingly.
II.The differences of the Direct Method and the Communicative Approach
1. Background knowledge about the Direct Method. The Direct Method was produced at the end of 19th century and at the beginning of 20th century，based on the criticism of Grammar-Translation Method. On one hand，the social politics and economy developed rapidly，and the international communications became more and more frequent. At that time，lots of capitalist countries walked up to the imperialism successively which took a policy of invasion and expansion outwards. As a result，a new requirement of foreign language teaching is needed，that is，to grasp a living language，especially spoken language，so that we can understand the foreigner’s saying and ideas in foreign countries. On the other hand，the linguistics and psychology were developed. At that time，H .Paul，a representative of young grammatical school，and some scholars made some researches on the phonetic changes and colloquial psychology of modern language. The psychologist W·Wundt thought that it was feeling not thinking，intuition not intellect that played a main role in language action，and the strongest feeling was caused by sound.
2. Concept of the Direct Method. The definition of the Direct Method in W’s Dictionary is：The Direct Method is a method for teaching foreign language，above of all，teaching modern language，that is，the foreign language is taught through talking，conversation and using foreign language，not through native language，translation and formal grammar. The meaning of a new word is explained by showing objects，pictures or acts. The final goal of this method is to train the students to think in foreign language in conversation，reading and writing.
3. Major Characteristics.Generally speaking，the
characteristics of the Direct Method are as follows：（1）The process of learning foreign language should be equal to the process of learning native language，and the foreign language must be learned in natural circumstance or situation；（2）Establishing a relationship between the foreign language and objective matters，thinking in foreign language directly；extensively using objective method such as objects，pictures，contexts，synonyms，antonyms，games，etc. or using foreign language in explaining the words’ meaning，absolutely not using native language or in the most part of time so as to avoid the interference caused by native language；（3）The imitation and the sensation are the foundation of foreign language teaching，and learning foreign language mainly depends on mechanically imitation；（4）A coherent language activity is the starting point of teaching. The sentence is regarded as the basis of teaching. It is required to replace or use the present sentence and not to analyze words as well as their matching relationship；（5）Place the grammar teaching in the second position. The grammar is only a standard which is used to check whether the language activity is correct or not its senior stage. The inductive way is adopted to sum up the language materials and grammar while the deductive way is repelled completely. 4. Background knowledge about The Communicative Approach. The Communicative approach is one of the teaching and studying schools for foreign language，which is quite popular abroad in recent decades. It was initiated in the early of 1970s in the present century，and English linguist D.A.Wilkins was the founder. There are two aspects for the origination of the communicative approach：（1）with the rapid developed science and technology of society，the communication of political，economy and culture among countries is becoming increasingly frequent，the demand for foreign language personnel in specific field is extremely imperative therefore. Since the traditional Grammar-Translation Method and the Audio-Lingual Method are far from meeting the various needs of society in foreign language for their limitation，the communicative approach is emerged to come into being.（2）The development of social linguistics，psycholinguistics and transformational
-generative school provides theoretical foundation for the communicative approach. The social linguistics maintains that the social function of language is to serve each communicative activity in society as a communicative tool. Each of the communicative activity includes two aspects：（1）the expressed content for achieving certain communicative goal；（2）expression form of the content Generally speaking，the former is called idea，and the latter is called the expression of idea. The psycholinguistics and Transformational-Generative school hold that the cerebrum of human being has the congenital ability in grasping language，and the ability is also effective in learning foreign language.
5. The Concept of the Communicative Approach. The Communicative Approach is also called functional approach. It attaches great importance to the communicative function of language and it holds that shortcut of language study should be from function to form，from idea to expression. It pays attention to bring the students’ congenital ability on learning and using language into play.
6. Major Characteristics. The characteristics of the communicative Approach are as follows：（1）The teaching content takes language function as the key link，which is fixed up in accordance with the different demands of studying object. For example，the demands of the scientist and technologist，the translator，the foreign language teacher，the tourist adviser，the diplomatic personnel and the economic worker are different from each other，so the most necessary language materials for achieving certain communication are chosen which are usually the most common structure form.（2）Teaching process is communicative. Taking the students as dominant factor in teaching activity，requesting them to get in touch with the language fully，furthermore，to try in speaking the language used in real communication by the people of English speaking country. The teacher should provide real situations and create foreign language circumstances so that the students can learn and use the language actively and creatively.（3）It is normal that the students make language mistakes. A“Relay language” is bound to come out while a person is learning a language. When a “Relay language” transits to a perfect language step by step，the mistakes will disappear naturally and gradually. Therefore，we don’t emphasize that the teacher should correct the students’ mistake at all times in order to avoid diverting the students’ attention. Meanwhile，the teacher should make the students pay full attention to the content he is expressing.（4）The communicative approach doesn’t exclude grammar or native language. It does not exclude Grammar-Translation method，either it is only against taking grammar as the key link，but not excluding grammar teaching. However，the major premise of the communicative approach takes the function as the key link. One function or one meaning has several expression ways. With this concept in mind，the students will not equate form with form. 7. The Advantages and Disadvantages of the Two Method. Generally speaking，the advantages of the Direct Method are：（1）Attaching importance to the living using of language as well as the pronunciation and colloquial teaching；（2）Paying attention to imitation，reading aloud and remembering which are helpful to the students to master the language skills.（3）Attaching importance to using audio-visual teaching tools which are beneficial to attracting teenagers’ attention，arousing their interests and initiative on learning foreign language so as to help them organize their thinking and accelerate the direct relationship between the foreign language and the objective matters.
As we know，everything has two sides，so does the Direct Method. With the development of linguistics and psychology，the Direct Method reveals its drawback：（1）Ignoring the function of native language. It is easy to cause misunderstanding and wasting of time if some words with abstract concept and grammar are not explained in native language；（2）Ignoring the function of grammar and doing insufficient exercise on language structure. Only unilaterally emphasizing the mechanical imitation and memory.
Compared with the Direct Method，the Communicative Approach puts the teaching of foreign languages on a new stage. It applies the fresh development of language researches to foreign language teaching promptly. It takes the students’requirements seriously and attaches importance to train the communicative ability. Moreover，the Communicative Approach looks on the language function as the key link and makes the teaching process have communicative functions.
When we communicate，we use the language to accomplish some function，such as arguing，persuading，or promising. We carry out these functions within a social context. A speaker will choose a particular way to express his argument not only based upon his intent and his level of emotion，but also on whom he is addressing and what his relationship with that person is.
Furthermore，since communication is a process，it is insufficient for students to simply have knowledge of target language forms，meanings，and functions. Students must be able to apply this knowledge in negotiating meaning. It is through the interaction between speaker and listener that meaning becomes clear. The listener gives the speaker feedback as to whether or not he understands what the speaker has said. In this way，the speaker can revise what he has said and try to communicate his intended meaning again，if necessary. Obviously，the Communicative Approach contributes a lot to the foreign language teaching. But it is certain that it’s not a perfect teaching system. There are quite a few questions needing resolutions such as how to deal with the relationship between language ability and communicative ability；how to deal with the relationship between grammar system and functional synopsis in practice；whether such teaching system which is set up mainly for the adults with clean-cut studying purpose is applicable to the foreign language teaching in ordinary school or not.
8. An Illustration.In order to compare the two methods more clearly，take one passage for example：We are looking at a map of the United States. Canada is the country to the north of the United States，and Mexico is the country to the south of the United States. Between Canada and the United States are the Great Lakes. Between Mexico and the United States is the Rio Grande River. On the East Coast is the Atlantic Ocean，and on the West Coast is the Pacific Ocean. In the East is a mountain range called the Appalachian Mountains.
Let us see how this passage is put into practice in the Direct Method：
The students read it aloud in the target language.
The teacher points to a part of the map after each sentence is read. Objects present immediately classroom environment should be used to help students understand the meaning.
The teacher uses the target language to ask the students if they have a question. The students use the target language to ask their questions.
The teacher answers the students’ questions by drawing on the blackboard or giving examples. The teacher should demonstrate，not explain or translate. It is desirable that students make a direct association between the target language and meaning.
How can we deal with the passage in the Communicative Approach？
The teacher distributes a handout that has a copy about the United States geography.
The teacher tells the students to underline the situations and to say whether they are in the same direction as in China.
The teacher gives the students the directions in the target language which is a vehicle for classroom communication，not just the object of study.
The students try to state the geography in China according to the passage. Being able to figure out the Chinese geography is part of being communicatively competent.
III.Conclusion
The Direct Method and the Communicative Approach are two kinds of different methods. Both have their own characteristics. advantages and disadvantages. “We，as future language teachers have an open field. We are free to experiment and innovate.”（Robinett.1980）
Teaching as a self-conscious enquiring enterprise whereby classroom activities are referred to theoretical principles of one sort or another. The teaching task is to see that the techniques which are used are effective in promoting learning objectives，so they have to be designed to account for specific context of instruction.
H.G.Widdowson（1991）regards the classroom as the context for two related kinds of activity：instructional activity and experimental activity. He said，“the experimental activity and the instructional activity are reciprocally enhanced，and the most effective pedagogy is one in which the two act together. In this way，teaching which provides for learner development serves the cause of teacher development at the same time.”
It’s true that all teaching materials and methods are changeable. The main idea of foreign language teaching school is the changes and reformation on language teaching. The pedagogic reformation must undergo the test of practice and experiments and is in accordance with the principles of linguistics、psychology、education、sociology and philosophy.
Only development、creation and innovation can have living pedagogy science.
参 考 文 献
[1]胡春洞.英语教学法[M].北京：高等教育出版社，1990
[2]吴棠，王才仁，杭宝桐.中学英语教学法[M].1984
[3]舒白梅.现代外语教育学[M].上海：上海外语教育出版社，2005
[4]李庭芗.英语教学法[M].北京：高等教育出版社，1983
[5]Betty Wallace Robinett.Teaching English to speakers of other languages.1980
[6]H.G.Widdowson.Aspects of Language Teaching.1991
[7]应天云.外语教学法[M].北京：高等教育出版社，1986
[8]张正东.外语教育学[M].重庆：重庆出版社，1987