Situational language teaching
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Situational language teaching is a methodology that focuses on teaching language through meaningful, situation-based activities. It developed in the 1930s-1960s in Britain and involved introducing new vocabulary and grammar points inductively through structured situations. The goals were to practice language use in contexts and avoid mistakes that create bad habits. Teachers would model situations and guide practice, while learners listened, repeated, and responded to questions.
Situational language teaching
- 1. SITUATIONAL LANGUAGE TEACHING ENGLISH TEACHING METHODOLOGY
- 2. SITUATIONAL LANGUAGE TEACHING DEFINITION
- 3. DEFINITION “when we acquire our primary language, we do so by learning how to behave in situations, not by learning rules about what to say” (M.A.K. Halliday et al. 1964:179)
- 4. SITUATIONAL LANGUAGE TEACHING HISTORY AND BACKGROUND
- 5. HISTORY AND BACKGROUND called oral approach. British applied situational approach developed by linguists. It dated from 1930s to the 1960s and which had an impact on language courses. Many teachers are still using this approach. There are 2 main contents: grammar control and vocabulary control.
- 6. SITUATIONAL LANGUAGE TEACHING GOAL
- 7. GOALS The situational language teaching focused on the need to practise language in meaningful situation-based activities.
- 8. SITUATIONAL LANGUAGE TEACHING TEACHER ROLES
- 9. TEACHER ROLES in the presentation stage, the teacher serve as a model.(setting up situation) then he becomes like the skillful conductor.
- 10. SITUATIONAL LANGUAGE TEACHING LEARNER ROLES
- 11. LEARNER ROLES In the initial stages, the learner is required simply to: listen and repeat what the teacher says respond the questions and commands
- 12. SITUATIONAL LANGUAGE TEACHING PRINCIPLES
- 13. PRINCIPLES Language learning is just a habit formation. The mistakes should always be avoided because they create bad habit among learner. The language skill can be learnt more effectively if they are presented orally first and after in written form.
- 14. PRINCIPLES Similarity is better foundation for language learning than analysis. The meaning of the words can be learnt only in a linguistic and cultural context.
- 15. SITUATIONAL LANGUAGE TEACHING CHARACTERISTICS
- 16. CHARACTERISTICS Begins with the spoken language. Material is taught orally before it is presented in written form. The target language is the language of the classroom. New language points are introduced and practiced situationally.
- 17. CHARACTERISTICS Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
- 18. CHARACTERISTICS Items of grammar are graded following the principle that simple forms should be taught before complex ones-inductively.
- 19. CHARACTERISTICS Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
- 20. SITUATIONAL LANGUAGE TEACHING ADVANTAGES
- 21. ADVANTAGES The subject matter can be explained easily. It helps to introduce the vocabulary including abstract vocabulary by using rear as well as planned situation.
- 22. ADVANTAGES teaching becomes very effective, interesting and alive instead of a burdensome process meaning is cleaner and easier to understand, which facilitates the students in learning the language knowledge by heart.
- 23. SITUATIONAL LANGUAGE TEACHING DISADVANTAGES
- 24. DISADVANTAGES Teachers found it very difficult to present all the items in appropriate situations, and this form an extra burden for teachers. A boring teacher who is not sure about what he is teaching.
- 25. DISADVANTAGES The learner has no control over the contents of the learning. Not account for the fundamental characteristics of language namely the creativity and uniqueness of individual sentences.