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1、The Oral Approach and Situational Language TeachingBackground:The oral approach was developed from the 1930s to the 1960s by British applied linguists such as Harold Palmer and A.S.Hornsby,who attempted to formally develop a scientifically-founded approach to teaching English.A number of large-scale
2、 investigations about language learning and the increased emphasis on reading skills in the 1920s led to the notion of vocabulary control.Parallel to this was the notion of grammar control.Vocabulary ContralnOne of the outstanding features of the method is its emphasis on vocabulary and reading skil
3、ls learning.This led to the development of principles of vocabulary control.Frequency counts showed that a core of about 2000 words occurred frequently in written text and that a mastery of such an inventory would lead to better reading skills.Grammar ControlnIt emphasized the sentence patterns most
4、-commonly found in spoken conversation,very different from the abstract model of grammar seen in the Grammar-Translation Method.Such patterns were incorporated into dictionaries and handbooks for students.The main characteristics of the approach were as follow:nLanguage teaching begins with the spok
5、en language.Material is taught orally before it is presented in written form.nThe target language is the language of the classroom.nNew language points are introduced and practiced situationally.nVocabulary selection procedures are followed to ensure that an essential general service vocabulary is c
6、overed.nItems of grammar are graded following the principle that simple forms should be taught before complex ones.nReading and writing are introduced once a sufficient lexical and grammatical basis is established.ApproachnTheory of language:can be characterized as a type of British“structuralism.”S
7、peech was regarded as the basis of language,and structure was viewed as being at the heart of speaking ability.nTheory of learning:is a type of behaviorist habit-learning theory.It addresses primarily the processes rather than the conditions of learning.For example,cites Palmers views as authoritati
8、ve:nAs Palmer has pointed out there are three processes in learning a language-receiving the knowledge or materials,fixing it in the memory by repetition,and using it in actual practice until it becomes a personal skill.DesignnObjectives:to teach a practical command of the four basic skills of langu
9、age.Errors are to be avoided at all costs.nThe syllabus:structures are always taught within sentences,and vocabulary is chosen according to how well it enables sentence patterns to be taught.Rather,situation refers to manner of presenting and practicing sentence patterns.npractice techniques:guided
10、repetition and substitution activities,including chorus repetition,dictation,drills,and controlled oral-based reading and writing tasks.Other oral-practice techniques are sometimes used including pair practice and group work.RolesnLearner roles:Listen and repeat/more active participationnTeacher rol
11、es:Serves as a model,Conductor of an orchestranThe roles of instructional materials:Situational Language Teaching is dependent on both a textbook and visual aids.Visual aids consist of wall charts,flashcards,pictures,stick figures,and so on.Advantage and DisadvantagenAdvantage:Its strong emphasis on
12、 oral practice,grammar and sentence patterns conform to the intuitions of many practically oriented classroom teachers.nDisadvantage:The views of language and language learning underlying Situational Language Teaching were called into question.Chomsky(1957)showed that the structural and the behavior
13、istic approaches to language were erroneous and do not account for the fundamental characteristic of language namely the creativity and uniqueness of individual sentences.Children do not acquire their mother tongue through repetition and habit formation.There must be,however,an innate predisposition
14、 that lead them to a certain kind of linguistic competence.Conclusion nThe essential features of SLT are seen in the“P-P-P”lesson model that thousands of teachers who studied for the RSA/Cambridge Certificate in TEFL were required to master in the 1980s and early 1990s,with a lesson having three phrases:Presentation(introduction of a new teaching item in context),Practice(controlled practice of the item),Production(a freer practice phrase)Thank you for your attention