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Situational language teaching
Situational language teaching is an approach developed by British linguists in the 1930s-1960s that focuses on teaching language through oral practice of vocabulary and grammar in real-world situations. It is based on behaviorist learning theory and emphasizes introducing language points orally before presenting them in written form. Key characteristics include using the target language in the classroom, practicing new language points situationally, and gradually introducing reading and writing after an oral basis is established. Both teachers and materials utilize real objects, pictures, and gestures to design activities for learners to practice pronunciation, revision, and oral exercises.
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Situational language teaching
- 1. SITUATIONAL LANGUAGE TEACHING Riydha Karina 141100701 PBI -Semester VI Unit I STAIN Zawiyah Cot Kala Langsa ©2014
- 2. What is “Situational LanguageTeaching” ?
- 3. Situational Language Teaching useOral Approach
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- 6. FIGURE It is anapproach developed by British linguists such as Harold Palmer and A.S. Hornsby in the 1930s
- 7. THEORY OF LEARNING Thetheory of learning underlying Situation Language Teaching is behaviorism, addressing more the processes than the conditions of learning
- 8. PRINCIPLE language learning ishabit-formation should be avoided mistakes presented orally first then in written form
- 9. CHARACTERISTICS Richards and Rodgerssummarized 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.
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- 11. DESIGN Types of learningand 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 theOral Approach Method Activity: The students should say sentences that they can see in the pictures. They have to say immediately what the picture.
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- 16. ADVANTAGE Suitable forintroduction 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.
- 17. DISADVANTAGE The learner hasno 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.
- 18. • 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