Situational Language Teaching

Situational Language Teaching

focuses on the structure of language, speech and vocabulary that is used in the base of the degree of teaching given, we can distinguish this approach for its emphasis on the presentation of situational structures, their control in vocabulary and grammar.

In addition, the Situational Language Teaching has two main characteristics. -

- focuses on vocabulary and reading, in the best vocabulary in reading sounds in the best quality and in the best message

- Analyze the language so that students have a better performance in the language and learn grammar rules in a more efficient way.

 

codontist disorder:

it is the pillar of learning; it focuses on the environment in which it is taught

- the act of receiving knowledge or material.

-repeat to memorize

-the material is practiced until it is a personal skill in the student.

- focuses on forming habits

SLT objectives. -

for the teaching of languages, vocabulary and grammar rules are used to master the 4 basic skills. speaking, writing, listening.

Study plan. -

the curriculum of situational teaching is designed in structural activities, grammar and exercises are applied to students, oral participation and others for a good performance.

advantage:

- It is constant in the teaching of grammatical patterns making the teaching of the language easier and more practical.

disadvantages:

Many premises underlying the approach have been criticized. For example, Chomsky showed that the structural and the behavioristic approaches to language are simply incorrect as they do not explain the fundamental feature of language learning: the ability to create novel and unique sentences. Children do not acquire their mother tongue through repetition and habit formation. There must be, however, an innate predisposition that leads to a certain kind of linguistic competence.

Situational language teaching, invented by British linguists, is a method of teaching that is mostly focus on developing speech.

 Speech ,also called the heart of the speaking ability, is develop in the situational language teaching by using real situations of our lives to find relationship between English and our daily life.

all the speech is learn by using common situation of our daily life in each class or lesson given, by showing simple situations that our students can relate to ,we make them mote interest in the subject that we are trying to teach , this way we can enhance our English teaching lessons.

characteristics of situational language teaching

-based on how much we make English part of our daily life we can develop an habit of learning speech more proficiently.

-mistakes are avoided completely because they can create bad habits of learning.

-teaching English orally is the best way to learn the language after learning to speak you can start learning writing,

-using real life situations in class is the best way to make students interest in learning English.

-the learning of new words and new meanings have to be related to our linguistic and cultural context.

-using daily routine speech is essential for language learning, if the students must know which words can be used in each situation.

Approach:

Theory of language

The structual view of language is the view behind the Oral Approach and Situational Language Teaching. Speech was viewed as the basis of language and structure as being at the heart of speaking ability. 

Theory of learning:

-   language learning is habit-formation

 -   mistakes are bad and should be avoided, as they make bad habits

-   language skills are learned more effectively if they are presented orally first, then in written form

 -   analogy is a better foundation for language learning than analysis

 -   the meanings of words can be learned only in a linguistic and cultural context

Design:

Objectives

  -   a practical command of the four basic skills of a language, through structure

 - accuracy in both pronunciation and grammar

 - ability to respond quickly and accurately in speech situations 

The syllabus:

uses a structural syllabusand a word list

Types of learning techniques and activities:

- A situational presentation of new sentence patterns

- drills to practice the patterns

Procedure:

-  Procedures move from controlled to freer practice of structures

- Procedures move from oral use of sentence patterns to their automatic use in speech, reading and writing.