Situational Language Teaching
TABLE of CONTENTS
1. Introduction ..………………………………………………..…………………….……...3
2. Background.............................................................................................................4
3.1 Approach.………………………………………………………….….…..…..……....... 5 3.1.1 Theory of language........................................................................................5 3.1.2 Theory of learning..........................................................................................5
3.2 Design ……………………………………………………………….........….……....... 6 3.2.1 Objectives .................................... ………………………................................6 3.2.2 The syllabus................... ………………………………………..…..……..........6 3.2.3 Types of learning and teaching activities......... ……………………….............6 3.2.4 Learner roles........... ………………………………………..………...................7 3.2.5 Teacher roles.................... ………………………............................................7 3.2.6 The role of instructional materials............... ………………....………..............8
3.3 Procedure ……………………………………………………………...................…… 8
4. Conclusion ………………………………………………………………….…………..9
References............................................................................................................10
1. Introduction
Oral Approach and Situational Language Teaching is an approach developed by British applied linguists between the 1930’s and the 1960’s. As one of specialists, Gouin emphasised, teaching items should be presented in a context so that their meanings could be clear, and the use of gestures and actions could convey the meanings of uttrerances. These practices later became part of SLT and TPR. In the 1920’s and 1930’s applied linguists reorganized the principles earlier stated by the Reform Movement and laid the foundations for what later developed into Audiolingualism in the United States and the Oral Approach or Situational Language Teaching in Britain.
Even though these terms
1. Introduction ..………………………………………………..…………………….……...3
2. Background.............................................................................................................4
3.1 Approach.………………………………………………………….….…..…..……....... 5 3.1.1 Theory of language........................................................................................5 3.1.2 Theory of learning..........................................................................................5
3.2 Design ……………………………………………………………….........….……....... 6 3.2.1 Objectives .................................... ………………………................................6 3.2.2 The syllabus................... ………………………………………..…..……..........6 3.2.3 Types of learning and teaching activities......... ……………………….............6 3.2.4 Learner roles........... ………………………………………..………...................7 3.2.5 Teacher roles.................... ………………………............................................7 3.2.6 The role of instructional materials............... ………………....………..............8
3.3 Procedure ……………………………………………………………...................…… 8
4. Conclusion ………………………………………………………………….…………..9
References............................................................................................................10
1. Introduction
Oral Approach and Situational Language Teaching is an approach developed by British applied linguists between the 1930’s and the 1960’s. As one of specialists, Gouin emphasised, teaching items should be presented in a context so that their meanings could be clear, and the use of gestures and actions could convey the meanings of uttrerances. These practices later became part of SLT and TPR. In the 1920’s and 1930’s applied linguists reorganized the principles earlier stated by the Reform Movement and laid the foundations for what later developed into Audiolingualism in the United States and the Oral Approach or Situational Language Teaching in Britain.
Even though these terms
References: Richards J. C. & Rodgers, T. S. (2002). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Fries, C. C. (1986). On learning a foreign language as an adult. In F. Smolinski (Ed.), Landmarks of American language and linguistics: A Resource collection for the overseas teacher of English as a foreign language (pp. 51-60). Washington: English Language Programs Division. Palmer, H. E. (1922). The principles of language study. London: Oxford University Press. Johnson, Keith.(2001). An Inroduction to Foreign Language Learning and Teaching, England:Pearson. Ellis, R. (1997) Second Language Acguisition England: Oxford University Press Billows, F. L. (1961) The Techniques of Language Teaching. London: Longman.