The Oral Approach and Situational Language Teaching

SUMMARY

THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

            It is a reaction to the reading approach and its lack of emphasis on oral aural skills; this approach was dominant in Britain from 1930s to 1960s. It draws from the reform movement and the direct approach but adds features (more scientific foundation) from linguistics and the emerging professional field of language pedagogy. 

            Vocabulary control function as one of the first aspects of method design to receive attention. grammar control vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.

            Grammar control, based on the assumption that one universal logic formed the basis of all languages and that the teacher’s responsibility was to show how each category of the universal grammar was to be expressed in the foreign language. Items of grammar are graded following the principle that simple forms shuld be taught before complex ones.

            The oral and situational language teaching involved systemic principles of selection (the procedures by which lexical and grammatical content was chosen), gradation (principles by which the organization and sequencing of content were determined), and presentation (technique used for presentation and practice of items in a course).

The characteristics of the approach:

a.       Language teaching begins with the spoken language.

b.      The target language is the language in the classroom.

c.       New language points are introduced and practiced situationally.

d.      Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.

e.       Items of grammar are graded following the principle that simple form should be taught before complex form.

f.       Reading and writing are introduced once lexical and grammatical basis is established.

Approach

            Theory of language; speech was regarded as the basis of language, and structure was viewed as being the heart of speaking ability. Oral practice of controlled sentence patterns should be given in situations designed  to give the greatest amount of practice in English speech to the pupil.

Theory of learning; type of behaviorist habit-learning theory that addresses primarily the processes rather than the conditions of learning. Explanation is therefore discouraged, and the learner is expected to deduce the meaning of a particular structure or vocabulary item from the situation in which it is presented.

Design

            Objectives; the objectives of the situational language teaching method are to teach practical command of the four basic skills of language, goals it shares with most methods of language teaching. Errors are to be avoided. Before our pupils read new structure and vocabulary, we shall teach orally both the new structures and the new vocabulary.

            The syllabus; used structural syllabus, a list of the basic structures and sentence pattern of English, arranged to their order presentation. Situations refer to the manner of presenting and practicing sentence patterns.

            Types of teaching and learning activities; drill based manner, used concrete objects, pictures, and realia, demonstrated examples, the practice technique consists of guided repetition and substitution activities.

            Learner role; Learner is required simply to listen and repeat what the teacher says and to respond to questions and commands.

            Teacher role; Serves as model, setting up the situation, modeling new structures, teacher directed. Teachers’ responsibilities as dealing with; 1. Timing, 2. Oral practice, 3. Revision, 4. Adjustment, 5. Testing, 6. Developing language activities.

            The role of instructional materials; situational language teaching is dependent on both a textbook and visual aids.

Procedure

            Aim to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading, and writing.