Situational Language Teaching

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TABLE of CONTENTS

1.Introduction ..………………………………………………..…………………….……...3

2.Background.............................................................................................................4

3.1 Approach.………………………………………………………….….…..…..……....... 5
3.1.1 Theory of language........................................................................................5
3.1.2 Theory of learning..........................................................................................5

3.2 Design ……………………………………………………………….........….……....... 6
3.2.1 Objectives .................................... ………………………................................6
3.2.2 The syllabus................... ………………………………………..…..……..........6
3.2.3 Types of learning and teaching activities......... ……………………….............6
3.2.4 Learner roles........... ………………………………………..………...................7
3.2.5 Teacher roles.................... ………………………............................................7
3.2.6 The role of instructional materials............... ………………....………..............8

3.3 Procedure ……………………………………………………………...................…… 8

4. Conclusion ………………………………………………………………….…………..9

References............................................................................................................10

1.Introduction
Oral Approach and Situational Language Teaching is an approach developed by British applied linguists between the 1930’s and the 1960’s. As one of specialists, Gouin emphasised, teaching items should be presented in a context so that their meanings could be clear, and the use of gestures and actions could convey the meanings of uttrerances. These practices later became part of SLT and TPR. In the 1920’s and 1930’s applied linguists reorganized the principles earlier stated by the Reform Movement and laid the foundations for what later developed into Audiolingualism in the United States and the Oral Approach or Situational Language Teaching in Britain. Even though these terms are not used widely today, the approach itself has been an effective one, and its long-lasting feature has given shape the design of many widely used EFL/ESL course books and texts including the ones still being used today. Some of them are: -Streamline English

-Access to English
-Kernel Lessons Plan
This method is widely used at the time of writing and a great number of books are heavily based on it. (Hubbard, Jones, Thornton, Wheeler, 1983) 1.Background
There were two leading figures from British language teaching in this movement, who were also familiar with the works of some linguists such as Otto Jespersen and Daniel Jones, as well as with the Direct Method: -Harold Palmor

-A. S. Hornby
Their effort was to develop a more scientific foundation for Oral Approach. Vocabulary Control:
In the 1920’s and 1930’s there were several investigations conducted for foreign language vocabulary. There were two reasons behind: First was that among specialists, such as Palmer, vocabulary was one of the most important aspects of foreign language learning The second was the increased emphasis on reading skills as the primary goal of foreign language study in some countries. Vocabulary was seen as an essential need for reading profiency. Some investigations showed that two thousands or so words happened to occur in written texts frequently and the knowledge of these words help greatly in reading a foreign language. Choosing the vocabulary content of a language course represented the first attemps to establish principles of syllabus design in language teaching. Grammar Control:

We see Palmer’s thoughts effected this aspect of SLT. He worked on teaching basic grammatical patterns through an oral approach. His view of grammar was not like the one as seen in GTM. He viewed grammar as the underlying sentence patterns of the spoken language. (Richards,J.& Rodgers,T., 2002) Together with Palmer,...
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