Situational language teaching is a methodology that focuses on teaching language through meaningful, situation-based activities. It developed in the 1930s-1960s in Britain and involved introducing new vocabulary and grammar points inductively through structured situations. The goals were to practice language use in contexts and avoid mistakes that create bad habits. Teachers would model situations and guide practice, while learners listened, repeated, and responded to questions.

1. SITUATIONAL LANGUAGE
TEACHING
ENGLISH TEACHING METHODOLOGY

2. SITUATIONAL LANGUAGE TEACHING
DEFINITION

3. DEFINITION
 “when we acquire our primary
language, we do so by learning how to
behave in situations, not by learning
rules about what to say”
(M.A.K. Halliday et al. 1964:179)

4. SITUATIONAL LANGUAGE TEACHING
HISTORY AND
BACKGROUND

5. HISTORY AND BACKGROUND
 called oral approach.
 British applied situational approach
developed by linguists.
 It dated from 1930s to the 1960s and which
had an impact on language courses. Many
teachers are still using this approach.
 There are 2 main contents: grammar control
and vocabulary control.

6. SITUATIONAL LANGUAGE TEACHING
GOAL

7. GOALS
 The situational language teaching
focused on the need to practise
language in meaningful situation-based
activities.

8. SITUATIONAL LANGUAGE TEACHING
TEACHER ROLES

9. TEACHER ROLES
 in the presentation stage, the teacher
serve as a model.(setting up situation)
 then he becomes like the skillful
conductor.

10. SITUATIONAL LANGUAGE TEACHING
LEARNER ROLES

11. LEARNER ROLES
In the initial stages, the learner is
required simply to:
 listen and repeat what the teacher
says
 respond the questions and commands

12. SITUATIONAL LANGUAGE TEACHING
PRINCIPLES

13. PRINCIPLES
 Language learning is just a habit formation.
 The mistakes should always be avoided
because they create bad habit among
learner.
 The language skill can be learnt more
effectively if they are presented orally first
and after in written form.

14. PRINCIPLES
 Similarity is better foundation for
language learning than analysis.
 The meaning of the words can be
learnt only in a linguistic and cultural
context.

15. SITUATIONAL LANGUAGE TEACHING
CHARACTERISTICS

16. CHARACTERISTICS
 Begins with the spoken language.
Material is taught orally before it is
presented in written form.
 The target language is the language of
the classroom.
 New language points are introduced and
practiced situationally.

17. CHARACTERISTICS
 Vocabulary selection procedures are
followed to ensure that an essential
general service vocabulary is covered.

18. CHARACTERISTICS
 Items of grammar are graded following
the principle that simple forms should
be taught before complex ones-inductively.

19. CHARACTERISTICS
 Reading and writing are introduced
once a sufficient lexical and
grammatical basis is established.

20. SITUATIONAL LANGUAGE TEACHING
ADVANTAGES

21. ADVANTAGES
 The subject matter can be explained
easily.
 It helps to introduce the vocabulary
including abstract vocabulary by using
rear as well as planned situation.

22. ADVANTAGES
 teaching becomes very effective,
interesting and alive instead of a
burdensome process
 meaning is cleaner and easier to
understand, which facilitates the
students in learning the language
knowledge by heart.

23. SITUATIONAL LANGUAGE TEACHING
DISADVANTAGES

24. DISADVANTAGES
 Teachers found it very difficult to
present all the items in appropriate
situations, and this form an extra
burden for teachers.
 A boring teacher who is not sure about
what he is teaching.

25. DISADVANTAGES
 The learner has no control over the
contents of the learning.
 Not account for the fundamental
characteristics of language namely the
creativity and uniqueness of individual
sentences.