Chapter3

TheOralApproachandSituationalLanguageTeachingLiJingna

EnglishDepartment,CollegeofForeignLanguages,OUC

1QuizTrueorFalse(writeouttheword)1)PeopledidnotstudyLatinafteritwasnotspokenindailylife.2)ThefocusoftheGrammarTranslationMethodisoralcommunication.3)DuringtheReformMovement,linguistsdecidedthatlanguageshouldbetaughtinthetargetlanguage.4)ThegoaloftheDirectMethodisDailyCommunication.2QuizDecidewhatofthethreeisrelatedtothefollowingstatement:TheGrammarTranslationMethod,TheReformMovementorTheDirectMethod5)Whichdidnothaveanemphasisongoodpronunciation?6)Whichuseddemonstrationtoteachvocabulary?7)Whichwasnotusedintheclassroom?3AnswerstotheQuiz1)False2)False3)True4)True5)Grammar-TranslationMethod6)DirectMethod,7)ReformMovement4TheOralorSituationalApproachDevelopedandusedinBritainduringthe1930s-1960sLonglastingimpactonthedesignofEFL/ESLtextbooksandcoursesStreamlineEnglish(Hartley&Viney,1978)AccesstoEnglish(Coles&Lord,1975)KernelLessonsPlus(O’Neil,1973)NewConceptEnglish(Alexander,1967)Itisimportanttounderstanditsprinciplesandpractices5BackgroundoftheapproachDissatisfiedwiththeDirectMethod,twooftheleadingBritishlinguists,HaroldPalmerandA.S.Hornby,developedthefoundationforamorescientificapproach.TheworkoftheBritishphoneticianDanielJonesandtheDanishlinguistOttoJespersenlaidtheoreticalfoundationforasystematicstudyofanoralapproach.6Thedevelopment:VocabularycontrolBeliefamonglinguistsasPalmer:vocabularywasoneofthemostimportantaspectsofFLlearning.ReadingskillwasemphasizedbyMichaelWestasthegoalofFLlearninginsomecountries,asUSandIndia.Vocabularywasseenasanessentialcomponentofreadingproficiency.Theyselectedabout2,000wordsbasedonfrequencycountsandproducedaguideforteachingEFL,TheInterimReportonVocabularySelectionandrevisedasAGeneralServiceListofEnglishWords.7Thedevelopment:GrammarcontrolBasedonhisworkofdevelopingbasicgrammaticalpatternsthroughanoralapproachinJapan,Palmerviewedgrammarastheunderlyingsentencepatternsofthespokenlanguage.Palmer,HornbyandothersanalyzedandclassifiedtheEnglishgrammaticalstructuresintosentencepatterns.ThosesentencepatternswereincorporatedintothefirstdictionaryAdvancedLearner’sDictionaryofCurrentEnglish.8大家有疑問的，可以詢問和交流可以互相討論下，但要小聲點(diǎn)9Thedevelopment:GrammarcontrolEnglishGrammarwasdescribedasinAGrammarofSpokenEnglish

onaStrictlyPhoneticBasis,AHandbookofEnglishGrammar,andGuidetoPatternsandUsageinEnglish.Withthepioneerlinguists’efforts,acomprehensivemethodologicalframeworkfortheOAwasestablished.10TheprinciplesofOASelection—theproceduresbywhichlexicalandgrammaticalcontentwaschosenGradation—principlesbywhichtheorganizationandsequencingofcontentweredeterminedPresentation—techniquesusedforpresentationandpracticeofitemsinacourseThesegeneralprinciplesweredifferentfromtheDirectMethod,whichlackedasystematicbasisinappliedlinguistictheoryandpractice.11TheimpactofOAonLTTheprinciplesofOralApproach,acceptedasBritishapproach,weredescribedinmanytextbooksofthe1950s-60s,asOxfordProgressiveEnglishCourseforAdultLearners.AnAustralian,GeorgePittmanandhiscolleagueGloriaTate,basedonsituations,developedtheirownteachingmaterials,whichwerewidelyusedinAustralia,NewGuineaandthePacificterritoriesandpublishedforworld-wideuseasTheSituationalEnglish.12Thecharacteristicsoftheapproach(1)Teachingbeginswithorallanguage.(2)Targetlanguageisthemedium.(3)Newlanguageareitemstaughtsituationally.(4)Servicevocabularyiscovered.(5)Grammaticalitemsaregradedandtaughtfromsimpletocomplexones.(6)Readingandwritingareintroducedonthebasisofsufficientvocabularyandgrammar.13Whythesituationallanguageteaching?Increasinguseoftheterm“situation”andthethirdprinciplemadeakeyfeatureofOA,andStructuralSituationalApproachandSituationalLanguageTeachingbecomecommonlyused,thusSituationalLanguageTeachingwasborn.“Situation”referstothemannerofpresentingandpracticingsentencepatterns.FocusedonsentencepatternsasStatements,Questions,Requests,Commands,etc.14Approach:TheoryofLanguageStructuralism—wordorder,structuralwords,inflection,contentwordsPrincipalclassroomactivity—oralpracticeofstructuresbasedonsituationsComparedwithAmericanstructuralism,Britishstructuralismreflectsthefunctionaltrend,bywhichmeaning,context,andsituationwereemphasized.“Nobodysaysanythingifthereisnopurpose.”15Approach:TheoryofLearningBehavioristhabit-learningtheory:Threeconditions:ReceivingknowledgeandmaterialsFixingtheminmemorybyrepetitionUsingtheminactualpracticeLearninglanguageistolearnspeechhabitsUseofblindimitativedrillsLiketheDirectMethod,theinductiveapproachwasadopted;noexplanationortranslationbyTeachers;learnersdeducemeaningsofstructuresandvocabularyfromsituations16Design:ObjectivesAllskillsareimportant,buttheyareallincreasedthroughstructure;Accuracyregardedcrucialanderrorstobeavoided;Automaticcontrolofbasicstructuresandsentencepatternsthroughspeechwork;Strongteachercontroluntilthestudentsreallyunderstandsomething17Design:ThesyllabusStructuralwithawordlistBasicstructuresandsentencepatternsarrangedintheirorderofpresentationStructurestaughtthroughsentencesVocabularytaughtasneededforsentencesExamplegivenbyFrisbyonp.4218Design:TypesoflearningandteachingactivitiesSituationmeansteachercreatingasituationofintroducinganewlanguageitem,withconcreteobjects,pictures,realia(教具),andevenwithactionsandgestures;TheformofnewlanguageitemsintroducedwithexamplesDrillsusedtopracticethemMeaningdeducednotthroughtranslationbutbyvisualaidsPracticetechniques:guidedrepetitionandsubstitutionactivities,includingchorusrepetition,dictation,drills,oralreadingandwriting,andevenpairandgroupwork.19Design:LearnerrolesInitially----simplylistenandrepeatorrespondtoquestionsandcommandsNocontrolovercoursecontentAvoiderrorsorincorrecthabitsatallcostLater----moreactiveparticipation;initiateresponsesandaskeachotherquestions20Design:TeacherrolesPresentationphase,actasmodelThen,aconductororskillfulmanipulatortopullinformationoutofstudentsusingquestions,commands,etc.Lessonsareteacherdirected.Practicephaselesscontrolling,butalwayslookingforerrorstoaddtofuturelessonsTeacher’sresponsibilitiessummarizedbyPittmanonP.44.21Design:TheroleofinstructionalmaterialsDep