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Situational Language Teaching

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chen chen

on 24 September 2013

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Transcript of Situational Language Teaching

The Oral Approach and Situational Language Teaching
Background
The oral approach
Conclusion
Procedure
Grammar Control
Harold Palmer
Vocabulary control
There is a general consensus:
The origins : began at the work of British
applied linguists in the 1920s and 1930s.
Leaders: Harold Palmer & A. S. Hornby
The result: a systematic study of the principles
and procedures that could be applied to the organization of the content of a language course
1
vocabulary
was one the most important
aspects of foreign language learning
2 the increased emphasis on
reading skills
as the goal of foreign language study in some
countries
A General Service list of English Words
Harold Palmer & Michael West
grammar is the underlying sentence pattern
of the spoken language
sentence patterns, later called substitution tables
first dictionary for students of English as a foreign language:
The Advanced learner's Dictionary of Current English
British applied linguists developed an approach to methodology that involved systemetic principles of :
Selection
Gradation
Presentaton
The oral approach was the accepted British approach to English language teaching by the 1950s.
The main characteristics
1 language teaching begins with the spoken language.
Material is taught orally before it is presented in written form.
2 The target language is the language of the classroom
3 New language points are introduced and practiced situationally
4 Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered
5 Items of grammar are graded following the principle that simple forms should be taught before complex ones
6 Reading and writing are introduced once a
sufficient lexical and grammatical basis is
established
procedure at any level 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
example of typical lesson plan
The first part : stress and intonation practice
The main body : the teaching of a structure
1 pronunciation
2 revision ( to prepare for new work if neccessary)
3 presentation of new structure or vocabulary
4 oral practice ( drilling)
5 reading of material on the new structure, or written exercises
Pittman
This is a .... That's a .....
Teacher : (holding up a watch) Look. This is a watch. (2x) (pointing to a clock on wall or table) That's a clock. (2x) Thats' a clock. (2x)
This is a watch. (putting down watch and moving across to touch the clock or pick it up)
This is a clock. (2x) (pointing to watch) That's a watch. (2x) (picking up a pen) This is a pen. (2x)
(drawing large pencil on blackboard and moving away ) That's a pencil. (2x) Take your
pens. All take you pens. (students all pick up
their pens)
Part 1 Background
Part 2 The oral approach
Part 3 Procedure
Part 4 Conclusion

Content
Drills
a box full of objects
There's a NOUN + of +(noun) in the box.
There's a tin of cigarettes in the box.
There's a packet of matches in the box.
There's a reel of cotton in the box.
There's a bottle of ink in the box.
sample lesson plans
Davies et al.
P-P-P lesson model
Presentation
Practice
Production
SLT provided the methodology of major methodology texts throughout the 1980s and beyond.
it continues to be widely used in many parts of world
Full transcript