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Oral Approach / Situational Language Teaching., image, image, image, image…
Oral Approach / Situational Language Teaching.
Developed by
British applied linguists between the 1930s and the 1960s
Is based on
structural view of language
Speech, structures and a focus on a set of basic vocabulary items are seen as the basis of language teaching
Vocabulary And Grammar Control
Focus on both vocabulary and reading is the most salient trait
An analysis of English and a classification of its prominent grammatical structures into sentence patterns
Behavioristic Background
This approach gives primacy to the processes over the conditions of learning. The following processes are noted in this approach
The act of receiving knowledge or material
Repetition to fix that knowledge or material in memory.
The use of the knowledge or material in actual practice until it becomes a personal skill.
SLT Objectives
accurate use of vocabulary items and grammar rules in order to achieve a practical mastery of the four basic skills
earners must be able to produce accurate pronunciation and use of grammar
to be able to respond quickly and accurately in speech situations with an automatic control of basic structures and sentence patterns
The Syllabus, Techniques, And Activities
designed upon a word list and structural activities
Grammar teaching involves a situational presentation of new sentence patterns and drills to practice these patterns
The teacher moves from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading, and writing
Advantages
Its practicality in the teaching of grammar patterns has contributed to the survival of the approach until recently.
its emphasis on oral practice still attracts support among language teachers.
Disadvantages
he structural and the behavioristic approaches to language are simply unfounded as they do not explain the fundamental feature of language learning
Children do not acquire their mother tongue through repetition and habit formation
