THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

Origins with the work of British linguists in the 1920s and 1930s
1. BACKGROUND
  1. VOCABULARY CONTROL
    1. Was one of the most important aspects of foreing language learning
    2. Harold Palmer and Michael West produced a guide to the English vocabulary needed for teaching English as a foreign language.
    3. West published in 1953 A General Service List of English Words, which became a reference in developing teaching materials.
  2. GRAMMAR CONTROL
    1. This was based on ONE UNIVERSAL logic basis of all languages and teacher´s responsability was to show how each category was to be expressed in the foreing language.
    2. Palmer viewed grammar as the underlying sentence patterns of the spoken language
    3. With the efforts of Palmer, West and Hornby the Oral Approach was established.
2. Harold Palmer & A. S. Hornby attempted to develop an oral approach to teaching English.
  1. The result was a study of the PRINCIPLES and PROCEDURES that could be applied to the selection and organization of the content of a language course.
British linguistics as
1. Palmer and Hornby involved principles of:
  1. SELECTION
    1. The procedures by which lexical and grammatical content was choosen
  2. GRADATION
    1. Principles by which the organization and sequencing of content were determined
  3. PRESENTATION
    1. Techniques used fo presentation and practice of items in a course
2. George Pittman and his colleagues developed an influential set of material based on the Situational Approach.
The main characteristics of the approach were:
1. Language teaching begins with the spoken language
2. Material is taught orally before it´s presented in written form
3. The target language is the language of the classroom
4. New language points are introduced and practiced situationally
5. Simple grammar should be taught before complex ones
6. Vocabulary selection ensures an essential general service to cover it
7. Reading and writing are introduced once a sufficient lexical and grammatical basis is established
APPROACH
1. Theory of language
  1. Speech was the basis of language
  2. Structure was the heart of speaking ability
  3. Knowledge of structures must be linked to situations
  4. British linguistics emphasized the relationship between the structure of language and the context and situations in which language is used.
  5. American structuralist views on language viewed it as purposeful activity related to goals and situations in the real world.
2. Theory of learning
  1. SLT underlying the processes rather than the conditions of learning
  2. Teaching grammar inductively was adopted
  3. Learner should deduce the meaning of a particular structure or vocabulary from the situation in which it is presented
DESIGN
1. OBJECTIVES
  1. Teach the 4 basic skills of language
    1. Pronuntiation and grammar is regarded as crutial.
    2. Basic structures and sentence patterns are fundamental to reading and wrting skills.
2. Structural syllabus
  1. Is the list of the basic structures and sentence patterns of English.
3. Types of learning and teachig activities
  1. Learner role
    1. First, listen and repeat what teacher says. Later, more active participation is encouraged.
  2. Teacher role
    1. Serves as a model, setting up situations and then modeling the new structure for students repeat.
    2. Lessons are hence teacher-directed and the teacher sets the pace.
    3. According to Pittman, teacher´s resposabilities are:
      1. Timing
      2. Oral practice, to support the textbook structures
      3. Revision
      4. Adjustment to special needs of individuals
      5. Testing
      6. Developing language activities
  3. Instructional materials role
    1. Dependent in textbook and visual aids.
PROCEDURE
1. At any level aim to move from controlled to freer practice of structures.
2. From oral use of sentence patterns to their automatic use in speeach, reading and writing.

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THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

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	Created by Mónica Hernandez over 7 years ago