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Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
Situational language teaching
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Situational language teaching

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method of teaching

method of teaching

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  • 1. SITUATIONAL LANGUAGE TEACHING Riydha Karina 141100701 PBI - Semester VI Unit I STAIN Zawiyah Cot Kala Langsa ©2014
  • 2. What is “Situational Language Teaching” ?
  • 3. Situational Language Teaching use Oral Approach
  • 4. Situational Language Teaching Methode focus on speaking ability
  • 5. by British applied linguistic 1930 1960
  • 6. FIGURE It is an approach developed by British linguists such as Harold Palmer and A.S. Hornsby in the 1930s
  • 7. THEORY OF LEARNING The theory of learning underlying Situation Language Teaching is behaviorism, addressing more the processes than the conditions of learning
  • 8. PRINCIPLE language learning is habit-formation should be avoided mistakes presented orally first then in written form
  • 9. CHARACTERISTICS Richards and Rodgers summarized the main characteristics of the approach as follows: • 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.
  • 10. ROLE Learner Teacher Material
  • 11. DESIGN Types of learning and teaching activities Which use of :  Real objects  Pictures of wall charts, flashcards, pictures, stick  Which together with actions gestures
  • 12. PROCEDURE pronunciation  revision  presentation  oral practice  reading of material or written exercises.
  • 13. ACTIVITY Class with the Oral Approach Method Activity: The students should say sentences that they can see in the pictures. They have to say immediately what the picture.
  • 14. design
  • 15. ADVANTAGE  Suitable for introduction to the language.  Objectives to master the four language skills through talking grammar structure  The ability to quickly and accurately in speaking situations and automatically with control the basic structure  It’s a method that does not requires many resources  It’s a good method if we use it in teaching pronunciation or vocabulary  Its strong emphasis on oral practice, grammar and sentence patterns conform to the intuitions of many practically oriented classroom teachers.  Easier to understand because the item is newly presented in a real situation.
  • 16. DISADVANTAGE The learner has no control over the content of learning. He is required simply to listen and repeat what the teacher says and to respond to questions and commands. This method do not account for the fundamental characteristic of language namely the creativity and uniqueness of individual sentences.
  • 17. • http://www.myenglishpages.com/blog/sit uational-language-teaching-oral- approach/15;33 /8/3/2014 • http://www.ac- limoges.fr/anglais/accueil/html/EP/Web4 Pages/SitAppLan.htm16;00/8/3/2014 • http://en.wikipedia.org/wiki/Language_pe dagogy • 16:13/8/3/2014 • http://teflpedia.com/Situational_languag e_teaching • 19:02/8/3/2014http://teflpedia.com/Situati onal_language_teaching

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