Oral Approach and Situational for students and teachers.

1. ORAL APPROACH AND
SITUATIONAL
LANGUAGE LEARNING
PORRAS, ANTHONY
SALDUA, JAN ALELI

2.  1920s-1930s
 Developed during 1930s to 1960s
 British linguits: Harold Palmer and A.S.
Hornby

3.  teach a practical command of the four basic
skills of a language, through structure;
 teach accuracy in both pronunciation and
grammar;
 teach the ability to respond quickly and
accurately in speech situations; and
 teach automatic control of basic structures
and sentence patterns

4. George Pittman (1960s)
-widely used in Australia, New Guinea and
Pacific Territories
1) Language teaching begins with the spoken
language.
2) The target language is the language of the
classroom.
3) New language points are introduced and
practiced situationally.

5. 4) Vocabulary selection procedures are
followed.
5) Items of grammar are graded following a
principle.
6) Reading and writing are introduced once a
sufficient lexical and grammatical basis is
established.

6.  Vocabulary control- focuses on vocabulary and
reading is one of the most salient traits of SLT. In
fact, mastery of a set of high frequency vocabulary
items is believed to lead to good reading skills.
 Grammar control- An analysis of English and a
classification of its prominent grammatical
structures into sentence patterns, also called
situational tables, is believed to help learners
internalize grammatical rules.

7.  Theory of Language
The theory of language underlying Situational
Language Teaching can be characterized as a
type of British “structuralism.”

8.  Theory of Learning
The theory of learning underlying Situational
Language Teaching is a type of behaviorist
habit-learning theory. It addresses primarily
the processes rather than the conditions of
learning.

9. Objectives
-to teach a practical command of the four basic skills
of language
-approach through structure
-accuracy in both pronunciation and grammar errors
to be avoided
-oral composition can be a very valuable exercise

10. The Syllabus
-structural syllabus and a word list
-basic structure and sentence patterns
-Examples:
SP Vocab
1st lesson This is.. book, pencil,
That is.. ruler, desk
2nd lesson These are… chair, picture, door,
Those are… window
3rd lesson Is this…? Yes it is watch, box, blackboard
Is that…? Yes it is pen
Note: situation = manner of presenting and practicing
sentence patterns

11. Types of Learning and Teaching Activities
-Situational Language Teaching employs a situational
approach presenting new sentence patterns and a
drill-based manner of practicing them.
-guided repetition and substitution activities e.g.
chorus repetition, dictation, drills, and controlled oral-
based reading and writing tasks
-pair practice and group work

12. Learner Roles
-required to simply listen and repeat what teacher says
-respond to questions and commands
-active participation is encouraged
Teacher Roles
-serves as a model
-setting up situations in which the need for target
structure is created
-modelling the new structure for students to repeat

13. Teacher’s responsibilities summarized by Pitmann
(1963)
-timing
-oral practice to support textbook structures
-revision: review
-adjustment to special needs
-testing
-developing language activities other than those
arising from textbooks

14. Role of Instructional Materials
-SLT is dependent on both textbook and visual aids
-organized lesson
-textbook: only a guide for learning process
Procedure (four parts of lesson)
-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

15. Sequence of Activities by Davies et.al. (1975)
-Listening practice
-Choral imitation
-Individual imitation
-Building up a new model
-Elicitation
-Substitution drilling
-Question- answer drilling
-Correction

16. 1. Who are the proponents of Oral and Situational
Language Teaching? (2pts)
2. What are the two major features of Oral and
Situational Language Teaching? Explain each
briefly. (3pts)
3. What activity from SLT is more effective and
more suitable on the development of language
learning? Explain. (5pts)