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Powered by WP Greet Box WordPress Plugin The Oral Approach or Situational Language Teaching is an attack developed by British applied linguists in the 1930s to the sixtiess. It is small known by many linguistic communication instructors although it had an impact on linguistic communication classs and was still used in the design of many widely used EF/ESL text editions in the eightiess such as Streamline English ( Hartley and Viney 1979 ) . The Oral Approach and Situational Language Teaching relied on the structural position of linguistic communication.
Both address and strucure were seen to be the footing of linguistic communication and. particularly. talking ability. This was a position similar to American structuralists. such as French friess. However. the impression of the British applied linguists. such as Firth and Halliday. that structures must be presented in state of affairss in which they could be used. gave Situational LanguageTeaching its peculiarity. Vocabulary and grammar control One of the outstanding characteristics of the method is its accent on vocabulary and reading accomplishments larning.
This led to the development of rules of vocabulary control. Frequency counts showed that a nucleus of about 2000 words occurred often in written text and that a command of such an stock list would take to better reading accomplishments. Likewise. it has been believed that an analysis of English and a categorization of its chief grammatical constructions into sentence forms ( or situational tabular arraies ) could be used to help scholars to internalise the regulations and sentence constructions.
Behavioristic background Situation Language Teaching held a is behaviouristic base to linguistic communication acquisition. It dealt with the procedures instead than the conditions of larning. These procedures englobe three phases: 1. recieving the knwoledge or stuff 2. repairing it in memory by repeat 3. and utilizing it in existent pattern until it becomes a personal accomplishment. The rules of the behaviouristic theory of acquisition can be summerized as follows: • linguistic communication acquisition is habit-formation.
• errors are bad and should be avoided. as they make bad wonts • linguistic communication accomplishments are learned more efficaciously if they are presented orally foremost. so in written signifier • analogy is a better foundation for linguistic communication acquisition than analysis • the significances of words can be learned merely in a lingual and cultural context SLT objectives Situational Language Teaching purposes at the accomplishment of these aims: • a practical bid of the four basic accomplishments of a linguistic communication. through construction • truth in both pronunciation and grammar.
• ability to react rapidly and accurately in speech state of affairss • automatic control of basic constructions and sentence forms. The course of study. tecniques and activities Situational Language Teaching uses a structural course of study and a word list and relied on structural activities including situational presentation of new sentence forms and drills to pattern the forms. Typical process in Situational Language Teaching include • Procedures that move from controlled to freer pattern of constructions • Procedures that move from unwritten usage of sentence forms to their automatic usage in address. reading and authorship.
A typical situational Language Teaching lesson would get down with emphasis and modulation pattern. Then the chief organic structure of the lesson might dwell of four parts: 1. alteration ( to fix for new work if necessary ) 2. presentation of new construction or vocabulary 3. unwritten pattern ( boring ) 4. reading of stuff on the new construction. or written exercisings. Advantages Although Situational Language Teaching was developed during the 1930s. it still attracts the involvement of many instructors. Its strong accent on unwritten pattern. grammar and sentence forms conform to the intuitions of many practically oriented schoolroom instructors.
Disadvantages The positions of linguistic communication and linguistic communication larning implicit in Situational Language Teaching were called into inquiry. Chomsky ( 1957 ) showed that the structural and the behavioristic attacks to langauge were erronous and do non account for the cardinal feature of linguistic communication viz. the creativeness and singularity of single sentences. Children do non get their female parent lingua through repeat and wont formation. There must be. nevertheless. an unconditioned sensitivity that lead them to a certain sort of lingual comptence.