Presented by: Jabbar Dayaa

Outline Introduction Situational Language Method

The principlesThe main characteristics

The ApproachTheory of languageTheory of leraning

The DsignThe ObjectivesThe syllabusTypes of learning and teaching activitiesLearner rolesTeacher roles

Procedure Pros and Cons

Introduction

Situational language teaching is an approach developed by British applied linguists in the 1930s to the 1960s, and which had an impact on language courses which survive in some still being used today.

The Oral Approach and Situational Language Teaching relied on the structural view of language. Both speech and structure were seen to be the basis of language and, especially, speaking ability.

Two main principles

Vocabulary control: Control a number of vocabulary that can be used

in different texts (2000 words or so).

Grammar control: Classification of grammatical structures into

sentence patterns that could be used to assist learners to internalize the rules and sentence structures.

Situationa Language Teaching Method

It involved the principles of:

Selection : choice of lexical & grammatical content

Gradation : organization of content Presentation: which techniques used for

presentation and practice

The main characteristics:

1. Language teaching begins with the spoken form

2. TL is the language of the classroom. 3. New language points are introduced and

practiced situational4. Vocabulary selection is followed5. Grammatical items are graded6. Reading & Writing are introduced once lexical

& grammatical basis are estabilished

Theory of language

The Structural view of language is the view

behind the Oral Approach and Situational Language Teaching.

Speech was viewed as the basis of language and structure as being at the heart of speaking ability and must be linked to the content and situations in which language is used.

Language was viewed as purposeful activity

Approch

Theory of learning

The theory of learning underlying Situation Language Teaching is behaviorism, addressing more the processes, than the conditions of learning. It includes the following principles:

Language learning is habit-formation. The meaning of words can be learned only in a linguistic

and cultural context. Mistakes are bad and should be avoided, as they make

bad habits. Language skills are learned more effectively if they are

presented orally first, then in written form.

Objectives

Teach a practical command of the four basic skills of a language, through structure.

Accuracy in both pronunciation and grammar. Ability to respond quickly and accurately in

speech situations. Automatic control of basic structures and

sentence patterns

Design:

The syllabus

Situational Language Teaching used a structural syllabus and a word list, where the structures are always taught within sentences, and vocabulary is chosen according to how well it enables sentence patterns to be taught.

Example by Frisby

Types of learning and teaching activities

Situational Language Teaching employs a situtational approach to presenting new sentence pattterns and drill-based manner of practicing them.

situation means the use of: Concrete objects Pictures Realia Actions and gestures can be used to demonstrate

the meaning of a new language item.

Practiced techniques: guided repetion, substitution activities

Learner roles

In the initial stages the learner is required simply to:

Listen and repeat what the teacher saysRespond questions and commands

Teacher roles In the presentation stage the teacher serves

as a model (setting up situations)Then he becomes like the skillful conductor.

Lessons are teacher-directed

The role of instructional materials Situational Language Teaching is dependent

upon:

Textbook: Contains organized lessons planned around different grammatical structures.

Visual aids: They are produced by the teacher or commercially produced. They consist on wall charts, flashcards, pictures and so on.

Typical procedures in Situational Language Teaching include:

Procedures that move from controlled to freer practice of structures.

Procedures that move from oral use of sentence patterns to their automatic use in speech, reading and writing.

Procedure:

A typical situational Language Teaching lesson would consist of:

pronunciation revision (to prepare for new work if

necessary) presentation of new structure or vocabulary oral practice (drilling) reading of material on the new structure, or

written exercises.

Some activities

Suitable for introduction to the language. A good method for teaching pronunciation or

vocabulary Oral production without risk. Does not require many resources Its strong emphasis on oral practice, grammar and

sentence patterns conform to the intuitions of many teachers.

Advantages

A boring teacher The learner is required simply to listen and

repeat what the teacher says and to respond to questions and commands.

This method does not account for the fundamental characteristic of language namely the creativity and uniqueness of individual sentences.

Drawbacks