For many decades the predominant method of language instruction was the grammar-translation method. This method is rooted in the teaching of the nineteenth century and was widely used for the first half (in some parts of the world even longer) of the last century to teach modern foreign languages (Richards and Rodgers 2001). [...] The Grammar-translation Method was not without its opponents, and the demand for oral proficiency led to several counter and parallel movements that laid the foundation for the development of new ways of teaching, as we still know them today. One such method is the Direct Method, sometimes also referred to as the Berlitz Method as it was widely used in Berlitz schools. Some reformers of the nineteenth century (e.g., Gouin and Sauveur) believed that languages should be taught in a natural way, that is, how children learn language. As Richards and Rodgers (2001) point out, believers in the Natural Method argued that a foreign language could be taught without translation or the use of the learner's native language if meaning was conveyed directly through demonstration and action (p. 11). For this reason, they also strongly promoted the spontaneous use of language.

According to the text, choose a procedure that WAS NOT used in the Direct Method.