JULIO CÉSAR RENDÓN

DAVID STIVENS CASTRO SUAREZ

DAIRA LIZETH ROSERO ERAZO
 THE ORAL APPROACH AND
SITUATIONAL LANGUAGE TEACHING

An approach to language
teaching developed by
British applied linguists
from the 1930s to the
1960s.
 THE ORAL APPROACH AND
SITUATIONAL LANGUAGE TEACHING
This emerged in Britain as a
product of the evolution of the
oral approach.

It is based on oral procedures and

employs various situational
contexts to represent new words
and structures.
Harold Palmer and A.S
Hornby- Leaders of this
movement
 VOCABULARY CONTROL

Palmer had the idea that West published in 1953- A General

vocabulary was one of the Service List of English Words, which
most important aspects in became a standard of reference in
learning foreign languages. developing teaching materials.
 GRAMMAR CONTROL

Palmer considered grammar as

the underlying structure of
sentences in the oral language

Palmer, Honrby, and other British applied linguists analyzed English

and classified its major grammatical structures into sentences
patterns (later called: «substitution tables»), which could be used to
help internalized the rules of English sentence structure
 WITH THE DEVELOPMENT OF SYSTEMATIC
APPROACHES TO THE LEXICAL AND GRAMMATICAL
CONTENT OF A LANGUAGE COURSE AND WITH THE
EFFORTS OF SUCH SPECIALISTS AS PALMER, WEST
AND HORNBY IN USING THESE RESOURCES AS PART OF
A COMPREHENSIVE METHODOLOGICAL FRAMEWORK
FOR THE TEACHING OF ENGLISH AS A FOREIGN
LANGUAGE, THE FOUNDATIONS FOR THE BRITISH
APPROACH IN TEFL-TESL – THE ORAL APPROACH –
WERE FIRMLY ESTABLISHED
 THEORY OF LANGUAGE

The theory of language underlying

Situational Language Teaching can
be characterized as a type of
British «structuralism»

Speech was regarded as the

basis of language, and structure
was view as being at the heart of
speaking ability
 OBJECTIVES

The Objectives are to teach a

practical command of the four
basic skills of language, goals it
shares with most methods of
language teaching.
Pronunciation and grammar is
regarded as crucial, and errors
are to be avoided at all cost.
 OBJECTIVES

Automatic control of basic

structures and sentences
patterns is fundamental to
reading and writing skills,
and this is achieved through
speech work

written skills are derived from oral

 LEARNER ROLES

In the initial stages the student

only listens and repeats,
answering questions and the
orders he receives

The student has no control over the Students can take the
content of the learning. Later, more initiative in the answers
active participation is encouraged. and ask each other
 THE ROLE OF INSTRUCTIONAL MATERIALS

Situational Language Teaching is depend upon both a

textbook and visual aids.

TEXTBOOK VISUAL AIDS

It contains tightly organized Those may be produced by the

lessons planned around teacher or may be commercially
different grammatical produced. (wall charts, flashcards,
structures. pictures, stick figures, etc.)
 PROCEDURE
This might consist of the teaching of a structure. If so, the
lesson would then consist of four parts:
1. PRONUNCIATION

2. REVISION (TO PREPARE FOR NEW WORK

IF NECESSARY
3. PRESENTATION OF NEW STRUCTURE OR
VOCABULARY

4. ORAL PRACTICE (DRILLING

 PROCEDURE
Teaching procedures
1. Listening practices: The teacher repeats an example
several times
2. Imitation in chorus: Students repeat what the teacher
has said
3. Individual imitation: The teacher asks students to
repeat what they said
4. Isolation: Isolate sounds and words that cause
problems
THANKS