The Oral Approach and Situational Language Teaching

Summary

This video explores the Oral Approach and Situational Language Teaching, discussing its origins in the 1920s and 1930s by British linguists like Hardy Polymer and A.S. Hornby. It highlights the importance of vocabulary and grammar in language proficiency, focusing on teaching through speech and situational contexts. The video walks through lesson plans demonstrating the use of concrete objects, pictures, and gestures to teach new language items. The approach emphasizes inductive grammar teaching, pronunciation accuracy, and student interaction. The video concludes by noting the continued widespread use of textbooks based on Situational Language Teaching worldwide.

Takeaways

• 😀 The oral approach and situational language teaching (SLT) focus on spoken language as the foundation for learning a new language.
• 😀 The approach originated in the 1920s and 1930s, led by British applied linguists like Hardly Polymer and A.S. Harmby.
• 😀 Vocabulary plays a crucial role in language proficiency, with a focus on a general service vocabulary used in reading and practical situations.
• 😀 Grammar is taught inductively, with an emphasis on sentence patterns and structures as tools for understanding and using the language.
• 😀 The target language is used exclusively in the classroom to immerse students in real-life language situations.
• 😀 Situational teaching introduces new vocabulary and grammar items through concrete objects, pictures, and actions.
• 😀 The process begins with listening and repeating, then gradually moves to more active participation from the learners.
• 😀 The teacher's role is to set up situations, model correct language use, and adjust based on individual needs.
• 😀 The lesson structure moves from controlled practice to more free practice of language structures, aiming for automatic use in speech.
• 😀 Textbooks based on SLT continue to be widely used globally, promoting a structured approach to language learning that integrates both vocabulary and grammar.

Q & A

What is the oral approach and situational language teaching focused on?

The oral approach and situational language teaching focus on using spoken language as the basis for teaching. It emphasizes introducing and practicing new language points orally before moving on to reading and writing.

Who were the key figures behind the development of the oral approach?

The oral approach was developed by British applied linguists in the 1920s and 1930s, particularly by leaders like Hardly Polymer and A.S. Harmsby.

How was vocabulary treated in the oral approach?

In the oral approach, vocabulary was considered essential for language proficiency. A significant amount of focus was placed on teaching frequently used words to enhance reading and speaking skills.

What is the purpose of a word list in situational language teaching?

The word list in situational language teaching serves as a guide to teach essential vocabulary and sentence structures, arranged according to their order of presentation to ensure a logical progression in language learning.

What role does grammar play in the situational language teaching approach?

In situational language teaching, grammar is taught inductively, focusing on sentence structures and word order. It involves using real-life situations to practice these structures, ensuring they are internalized and applied naturally.

What is the significance of situational practice in language teaching?

Situational practice involves using concrete objects, pictures, and actions to create real-life scenarios where students can practice the language. This contextual approach helps learners apply vocabulary and grammar in meaningful, everyday situations.

What are the main responsibilities of a teacher in situational language teaching?

Teachers are responsible for timing oral practice, adjusting to individual needs, supporting textbook structures, and using interactive methods to encourage students to practice language structures. They also provide feedback and corrections as needed.

How does the teacher encourage active participation from students in the situational language teaching method?

The teacher encourages active participation by gradually moving from controlled practice to freer, more spontaneous use of language. This includes asking questions, using gestures and mimics, and giving students the chance to practice in pairs or groups.

What is the purpose of the sentence pattern exercises in situational language teaching?

The sentence pattern exercises are designed to help students internalize grammatical structures. By repeating and substituting parts of sentences, students build automatic control over sentence structures, which helps them use language more fluently.

Why are textbooks based on situational language teaching still widely used today?

Textbooks based on situational language teaching remain popular because they effectively teach practical language skills, ensuring students can use language accurately in real-life contexts. The structured approach also supports gradual language acquisition.