The document summarizes the Situational Language Teaching (SLT) method. Some key points: - SLT focuses on teaching language structures and vocabulary through oral repetition and drills led by the teacher. - Lessons typically involve practicing pronunciation, learning new material, and oral exercises with little learner control. - Critics say SLT does not allow for learner creativity or uniqueness in language use.

1. Disadvantages
 A boring teacher who
is not sure about he's
teaching cannot have
a successful result.
 The learner has not
control over the con-
tent of learning. He is
required simply to
listen and repeat
what the teacher says
and to respond to
questions and com-
mands.
 This method do not
account for the funda-
mental characteristic
of language namely
the creativity and
uniqueness of indi-
vidual sentences.
Situational
Language
Teaching
Team # 6
Alexandra López
Ana Deras
Felipe Ramos
Laura García
Gustavo Pérez
Daniel Rodríguez
SLT
(Oral Approach)
Fundation of Pre-Basic and Basic
Education
Typical Lesson
According to Situational Language
Teaching, a lesson starts with stress
and intonation practice followed by a
revision and a presentation of new ma-
terial (mainly structures or vocabu-
lary). The teacher then proceeds to oral
practice and drilling of the elements
presented. Finally, the lesson ends
with reading activity or written exer-
cises.
The practice techniques employed gene-
rally consist of guided repetition and subs-
titution activities, including chorus repeti-
tion, dictation, drills, and controlled oral-
based reading and writing tasks. Other
oral-practice techniques are sometimes
used including pair practice and group
work.
Learner roles
 Listen and repeat / more active parti-
cipation
Teacher roles
 Serves as a model
 Conductor of an orchestra

2. Theory of learning
The theory of learning underlying
Situation Language Teaching is
behaviorism, addressing more the
processes, than the conditions of
learning. It includes the following
principles:
 Language learning is habit-
formation
 Mistakes are bad and should
be avoided, as they make bad hab-
its
 Language skills are learned
more effectively if they are pre-
sented orally first, then in written
form
 Analogy is a better foundation
for language learning than analy-
sis
 The meanings of words can be
learned only in a linguistic and
cultural context
Objectives
 A practical command of the
four basic skills of a language,
through structure
 Accuracy in both pronuncia-
tion and grammar
 Ability to respond quickly and
accurately in speech situations
 Automatic control of basic structures
and sentence patterns.
Advantages
 Its emphasis on oral practice still
attracts support among language
teachers.
 Oral production without risk.
 An accessible method for teach-
ers if they have good curriculum.
 Is a good method if we use it in
teaching pronunciation or vocabu-
lary.
 It is a strong on oral practice,
grammar and sentence patterns
conform to the intuitions in many
Is an approach devel-
oped by British applied
linguist in the 1930s to
the 1960s. While it is
unknown for many
teachers, it had a big in-
fluence on language courses
till the 1980s. Is based on a
structural view of language.
Speech, structure and a focus on a
set of basic vocabulary are seen
as the basis of language teaching,
what distinguishes The Situa-
tional Language Teaching ap-
proach is its emphasis on the
presentation of structures in situ-
ations.
Situational
Language Teaching
SLT