Download - Situational language teaching
SITUATIONAL LANGUAGE TEACHING
Riydha Karina141100701PBI - Semester VI Unit ISTAIN Zawiyah Cot Kala Langsa
©2014
What is “Situational Language Teaching” ?
Situational Language Teaching use Oral Approach
Situational Language Teaching
Methode focus on speaking ability
by British applied
linguistic 1930 1960
FIGURE
It is an approach developed by British linguists such as Harold Palmer and A.S. Hornsby in the 1930s
THEORY OF LEARNING
The theory of learning underlying Situation Language Teaching is behaviorism, addressing more the processes than the conditions of learning
PRINCIPLE
language learning is habit-formationshould be avoided mistakespresented orally first then in written form
CHARACTERISTICSRichards and Rodgers summarized the main
characteristics of the approach as follows:
• 1). Language teaching begins with the spoken language. Material is taught orally before it is presented in written form.
• 2). The target language is the language of the classroom.
• 3). New language points are introduced and practiced situationally.
• 4). Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
• 5). Items of grammar are graded following the principle that simple forms should be taught before complex ones.
• 6). Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
ROLE
Learner
Teacher
Material
DESIGN
Types of learning and teaching activities
Which use of :
Real objects
Pictures of wall charts, flashcards, pictures, stick Which together with actions gestures
PROCEDURE
pronunciation
revision
presentation
oral practice
reading of material or written exercises.
ACTIVITY
Class with the Oral Approach MethodActivity:
The students should say sentences that they can see in the pictures. They have to say immediately what the picture.
design
ADVANTAGE
Suitable for introduction to the language.
Objectives to master the four language skills through talking grammar structure
The ability to quickly and accurately in speaking situations and automatically with control the basic structure
It’s a method that does not requires many resources
It’s a good method if we use it in teaching pronunciation or vocabulary
Its strong emphasis on oral practice, grammar and sentence patterns conform to the intuitions of many practically oriented classroom teachers.
Easier to understand because the item is newly presented in a real situation.
DISADVANTAGE
The learner has no control over the content of learning. He is required simply to listen and repeat what the teacher says and to respond to questions and commands.
This method do not account for the fundamental characteristic of language namely the creativity and uniqueness of individual sentences.
REFERENCE • http://
www.myenglishpages.com/blog/situational-language-teaching-oral-approach/15;33 /8/3/2014
• http://www.ac-limoges.fr/anglais/accueil/html/EP/Web4Pages/SitAppLan.htm16;00/8/3/2014
• http://en.wikipedia.org/wiki/Language_pedagogy
• 16:13/8/3/2014• http://teflpedia.com/Situational_la
nguage_teaching• 19:02/8/3/2014
http://teflpedia.com/Situational_language_teaching