The difficulties which may face students’ understanding when their teachers use direct method

Abstract

Teaching and learning a foreign language is not an easy way because, it needs time and efferent (Ali: 2008). It is not only these but also the suitable method which is more effective the operation of teaching and learning.
This paper investigates the difficulties which face secondary school Libyan students in learning English when their teacher apply and use direct method.
During the last century, different approaches and methods in a foreign languageteaching have been raised and they were the subject of discussion among researchers. This is because researchers and schoolers were looking for the most suitable method to help both teachers and students teach and learn foreign languages. By providing a more effective way of teaching, students may speed their way of learning (Haniza: 2011).Teaching Methods serve as a foil for reflection that can aid teachers in bringing to conscious awareness of the thinking that underlies their actions. When teachers are exposed to methods and asked to reflect on their principles and activity engage with their techniques, they can become clearer about why they do what they do. They become aware of their own fundamental assumptions, values and beliefs. By becoming clear on where they stand, teachers can choose to teach differently from the way they were taught. Knowledge of methods is part of the knowledge base of teaching. A knowledge of methods helps expand a teachers’ repertoire of techniques.