According to Kamil (2004), "once students know what is expected of them in a vocabulary task, they often learn rapidly." Around the turn of the 20th century, linguists’ structural descriptions of world languages, combined with behaviorist psychology, gave rise to the direct method. As the teacher and student discuss the real audience(s) for the writing, the teacher can ask the student to consider how formal or informal the writing should be, and remind the student that all people adjust the level of formality in oral conversation, depending on their listeners and the speaking context.

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