Situational language teaching（課堂PPT）

1、1The Oral approach and Situational Language Teaching212345Background informationThe Oral Approach and SLTApproachDesignProcedure3Background Exponent: Harold Palmer,Hornby Micheal West, George Pittman, Alexander (新概念) Time: from the 1930s to the 1960s Oral Approach is a development from Direct Method

2、 but they should be distinguished. P384Background The leaders in this movement were Harold Palmer and A. S. Hornby attempted to develop a more scientific foundation for an oral approach to teaching English. The result was a systematic study of the principles and procedures that could be applied to t

3、he selection and organization of the content of a language course. There are two attempts in teaching designs: Vocabulary control Grammar control5LOGOVocabulary control It is a lexical content of a language course In the 1920s and 1930s several large-scale investigations of foreign language vocabula

4、ry were undertaken. Two reasons: Vocabulary was one of the most important aspects of foreign language learning.Vocabulary was seen as an essential component of reading proficiency 6 Frequency counts showed that a core of 2,000 or so words occurred frequently in written texts and that a knowledge of

5、these words would greatly assist in reading a foreign language. Many books were produced based on this. A General Service List of English Words (1953) a standard reference in developing teaching materials 7Grammar Control Palmer had emphasized the problems of grammar for the foreign learner. His vie

6、w of grammar was very different from the abstract model of grammar seen in the Grammar-Translation Method. He viewed grammar as the underlying sentence patterns of the spoken language. He and other applied linguists analyzed English and classified its major grammatical structures into sentence patte

7、rns, which could be used to help internalize the rules of English sentence structure. 8 The first dictionary for students of English as a foreign language, developed by Hornby, Gatenby, and Wakefield The Advanced Learners Dictionary of Current English 1953 A number of pedagogically motivated descrip

8、tions of English grammar were undertaken, which became a standard reference source of basic English sentence patterns for textbook writers.9The Oral Approach and Situational Language Teaching10Main Characteristics Language teaching begins with the spoken language. Material is taught orally. The targ

9、et language is the language of the classroom. New language points are introduced and practiced situationally.11 Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. Items of grammar are graded by their complexity. Reading and writing are int

10、roduced once a sufficient lexical and grammatical basis is established. 12 The third principle became a key feature of the approach in the sixties, and it was then that the term situational was used increasingly in referring to the Oral Approach. To avoid further confusion we will use the term Situa

11、tional Language Teaching to include the Structural-Situational and Oral approaches.13ApproachTheory of languageTheory of learning14Theory of languageBritish StructuralismSpeech was regarded as the basis of language, and structure was viewed as being at the heart of speaking ability. “Word order, Str

12、uctural Words, the few inflexions of English and Content Words, will form the material of our teaching. Situationalism15 Our principal classroom activity in the teaching of English structure will be the oral practice of structures. This oral practice of controlled sentence patterns should be given i

13、n situations designed to give the greatest amount of practice in English speech to the pupil. 16 The British structuralism is quite different from the American Structuralism which will be discussed later. It emphasized the importance of the close relationship between the structure of language and th

14、e context and situations. So it is also be called situationalism by some people.17Theory of learning Behaviorist habit-learning theory It addresses primarily the processes rather than the conditions of learning. Palmer: there are three processes in learning a language 1.Receiving the knowledge or ma

15、terials 2.Fixing it in the memory by repetition 3.Using it in actual practice until it becomes a personal skill.18French: language learning as habit formation The fundamental is correct speech habits. The pupils should be able to put the words, without hesitation and almost without thought, into sen

16、tence patterns which are correct. Such speech habits can be cultivated by blind imitative drill.19Teaching of grammar SLT adopts an inductive approach to the teaching of grammar. The meaning of words or structures is not to be given through explanation in either the native tongue or the target langu

17、age, but is to be induced from the way the form is used in a situation. Extending structures and vocabulary to new situations takes place by generalization. The learner is expected to apply the language learned in a classroom to situations outside the classroom. This is how child language learning i

18、s believed to take place.20Design Objectives Syllabus Types of learning and teaching activities Learner roles Teacher roles The role of instructional materials21Objectives To teach a practical command of the four basic skills of language. The skills are approached through structure. Accuracy in both

19、 pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs. Automatic control of basic structures and sentence patterns is fundamental to reading and writing skills. New structures and new vocabulary are taught first orally. Writing derives from speech.22The syllabu

20、s Structural syllabus: a list of the basic structures and sentence patterns of English. Vocabulary is chosen according to how well it enables sentence patterns to be taught.23 Frisby: “Our early course will consist of a list of sentence patterns( statement patterns, question patterns, and request or

21、 command patterns), will include as many as structural words as possible, and sufficient content words to provide with materials upon which to base our language practice.” P4224 The syllabus was not therefore a situational syllabus in the sense that this term is sometimes used (i.e., a list of situa

22、tions and the language associated with them). Situation refers to the manner of presenting and practicing sentence patterns. 情景法著重強(qiáng)調(diào)的不是語言使用的環(huán)境而是句型的展示和練習(xí)的方式，即新的句型和詞匯以情景展示的方式教授，同一句型在不同詞組的搭配下在不同的情境中反復(fù)練習(xí)。25Types of learning and teaching activities SLT employs a situational approach to presenting new sen

23、tence patterns and a drill-based manner of practicing them. By situation Pittman means the use of concrete objects, pictures, and realia, which together with actions and gestures can be used to demonstrate the meanings of new language items.26 The practice techniques consist of guided repetition and

24、 substitution activities, including chorus repetition, dictation, drills, and controlled oral-based reading and writing tasks. Other oral-practice techniques are sometimes used, including pair practice and group work. 27Learner roles In the initial stages of learning, the learner is required simply

25、to listen and repeat what the teacher says and to respond to questions and commands. The learner has no control over the content of learning. Incorrect habits are to be avoided at all costs. Later, more active participation (learners initiating responses, asking each other questions) is encouraged,

26、but teacher-controlled introduction and practice of new language is stressed throughout.28Teacher roles In the presentation stage of the lesson, the teacher serves as a model, setting up situations in which the need for the target structure is created and then modeling the new structure for students

27、 to repeat. Then the teacher is required to use questions, commands, and other cues to elicit correct sentence from the learners. The teacher directs lessons and sets the pace.29 During the practice phase of the lessons, students are given more of an opportunity to use the language in less controlle

28、d situations, but the teacher is ever on the lookout for grammatical and structural errors that can form the basis of subsequent lessons. Organizing review is a primary task for the teacher. The teacher is essential to the success of the method.30The role of instructional materials A textbook contai

29、ns tightly organized lessons planned around different grammatical structures. Visual aids consist of wall charts, flashcards, pictures, stick figures, and so on. The visual element, a carefully graded grammatical syllabus, the textbook-crucial aspects of SLT. In principle, the textbook should be use

30、d only as a guide to the learning process. The teacher is expected to be the master of his textbook.31Procedure Classroom procedures in SLT vary according to the level of the class, but procedures at any level aim to move form controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading, and writing. 32A typical lesson plan (Pittman) Pronunciation Revision ( to prep