Mónica Hernandez
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Mapa Mental sobre THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING, creado por Mónica Hernandez el 04/06/2017.

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Mónica Hernandez
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THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

THE ORAL APPROACH ANDSITUATIONAL LANGUAGE TEACHINGOrigins with the work of British linguists in the 1920s and 1930sBACKGROUNDVOCABULARY CONTROLWas one of the most important aspects of foreing languagelearningHarold Palmer and Michael West produced a guide to theEnglish vocabulary needed for teaching English as a foreignlanguage.West published in 1953 A General Service List of English Words,which became a reference in developing teaching materials.GRAMMAR CONTROLThis was based on ONE UNIVERSAL logic basis of all languages andteacher´s responsability was to show how each category was to beexpressed in the foreing language.Palmer viewed grammar as the underlying sentence patterns ofthe spoken languageWith the efforts of Palmer, West and Hornby the OralApproach was established.Harold Palmer & A. S. Hornby attempted to developan oral approach to teaching English.The result was a study of the PRINCIPLES and PROCEDURES thatcould be applied to the selection and organization of the content ofa language course.British linguisticsasPalmer and Hornby involved principlesof:SELECTIONThe procedures by which lexical and grammatical content waschoosenGRADATIONPrinciples by which the organization and sequencing of contentwere determinedPRESENTATIONTechniques used fo presentation and practice of items in acourseGeorge Pittman and his colleagues developed an influential set of materialbased on the Situational Approach.The main characteristics of the approachwere:Language teaching begins with the spokenlanguageMaterial is taught orally before it´s presented in writtenformThe target language is the language of theclassroomNew language points are introduced and practicedsituationallySimple grammar should be taught before complexonesVocabulary selection ensures an essential general service tocover itReading and writing are introduced once a sufficient lexical and grammatical basis isestablishedAPPROACHTheory oflanguageSpeech was the basis oflanguageStructure was the heart of speakingabilityKnowledge of structures must be linked tosituationsBritish linguistics emphasized the relationship between thestructure of language and the context and situations in whichlanguage is used.American structuralist views on language viewed it as purposefulactivity related to goals and situations in the real world.Theory oflearningSLT underlying the processes rather than the conditions oflearningTeaching grammar inductively wasadoptedLearner should deduce the meaning of a particular structure orvocabulary from the situation in which it is presentedDESIGNOBJECTIVESTeach the 4 basic skills oflanguagePronuntiation and grammar is regarded ascrutial.Basic structures and sentence patterns arefundamental to reading and wrting skills.StructuralsyllabusIs the list of the basic structures and sentence patterns ofEnglish.Types of learning and teachigactivitiesLearnerroleFirst, listen and repeat what teacher says. Later, more active participation isencouraged.TeacherroleServes as a model, setting up situations and thenmodeling the new structure for students repeat.Lessons are hence teacher-directed and the teachersets the pace.According to Pittman, teacher´s resposabilitiesare:TimingOral practice, to support the textbookstructuresRevisionAdjustment to special needs of individualsTestingDeveloping languageactivitiesInstructional materialsroleDependent in textbook and visualaids.PROCEDUREAt any level aim to move from controlled tofreer practice of structures.From oral use of sentence patterns totheir automatic use in speeach, readingand writing.Haz doble clic en este nodo para editar el textoHaz clic en este nodo y arrástralo para crear uno nuevo