Developed by British in the 1930s to the 1960s.
1. Developed by British in the
1930s to the 1960s.
The language that is being taught
is realistic, all the words and sentences
must grow out of some real situation or
imagined real situation.
THE ASPECTS OF
THE CHARACTERISTICS OF APPROACH
Language teaching begins with the spoken language.
The target language is the language of the classroom.
New language points are introduced situationally.
Vocabulary selection procedures are followed.
Items of grammar are graded following the principle
that simple forms should be taught before complex
Reading and writing are introduced once sufficient
lexical and grammatical basis is established.
a. Theory of language
It can be characterized as a type of British “structuralism”.It can be characterized as a type of British “structuralism”.
Language as speech/Language was identified with speech,Language as speech/Language was identified with speech,
and speech ability was approached through oral practice ofand speech ability was approached through oral practice of
b. Theory of learningb. Theory of learning
Behaviorist habit-learning theory.
Primarily processes rather than the conditions
A practical command of the four basic skills of a language through
Accuracy in both pronunciation and grammar
Errors are to be avoided at all costs
Automatic control of basic structures and sentence patterns
b. THE SYLLABUS
A word list
c. TYPES OF LEARNING AND TEACHING
A situational presentation of new sentence
A drill-based manner of practicing
( chorus repetition, dictation, controlled oral-
based reading and writing tasks)
d. Learner roles
Listening and repeating
what the teacher says
Responding to questions
No control over the content
e. Teacher roles
♦ A model
(modeling the new structure for
students to repeat)
♦ A skillful manipulator
(using questions, commands, etc to
make the learner produce correct
♦ A review organizer
(timing, oral practice, revision, testing
and developing language
f. The role of instructional materials
A textbook (as a guide)
Visual aids (wall charts, flashcards,
pictures, stick figures and so on)
a. Procedures move from controlled to freer practice of
b. Procedures move from oral use of sentence patterns
to their automatic use in speech, reading and writing.
Suitable for introduction to the
Values practical grammar and
An accessible method for teachers if
they have good curriculum
Inexpensive to use
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