The Oral Approach and Situational Language Teaching 구화식 접근 및 상황적 언어교수법 조원: 박진숙 김윤선 김진희 김형위

Index Background The Oral Approach & SLT Method - Approach Method - Design Index Method - Procedure Demo-teaching Conclusion

Background ▷ 1920s~1930s ▷ Harold Palmer and A.S. Hornby ▷ They attempted to develop a more scientific foundation for an oral approach to teach English that was evidenced in Direct Method. ▷ Result : A systematic study of the principles and procedures.

Vocabulary control ▷ An essential component of reading proficiency. ▷ One of the most important aspect of foreign language learning. ▷ Increased emphasis on reading skills. 'The Interim Report on Vocabulary Selection'(1936) 'A General Service List of English Words'(1953)

Grammar control . Grammar as underlying sentence patterns of the spoken English. . Internalizing the rules of English sentence structure. . Substitution table (Palmer, Hornby, Other British linguists)

Situational Language Teaching The Oral Approach and Situational Language Teaching ① Selection ② Gradation ④ The main Characteristics of the Approach ③ Presentation

Method - Approach 1. Theory of language : 'Structuralism' 2. Theory of learning ① 'Behaviorist habit-learning theory' ② Inductive approach to the teaching of grammar

Method - Design (1/3) 1. Objective ① To teach a practical command of the four basic skills of language. ② The skills are approached through structure. ③ Automatic control of basic structure and sentence patterns is fundamental to improve reading and writing skills and it is to be achieved through speech work.

Method - Design (2/3) 2. The syllabus : A structural syllabus and a wordlist 3. Types of learning and teaching activities : A situational approach to presenting new sentence patterns and a drill-based manner 4. Learner roles ① The learner is required simply to listen, repeat and respond questions and commands. ② The learner has no control over the content of learning.

Method - Design (3/3) 5. Teacher roles ① Timing ② Oral practice, to support the textbook structures ③ Revision (review) ④ Adjustment to special needs of individuals ⑤ Testing ⑥ Developing language activities other than those arising from the textbook 6. The role of instructional materials : A textbook and visual aids. (wall charts, flashcards, pictures, stick figures, and so on)

Method - Procedure (1/2) 1. Pronounciation 2. Revision 3. Presentation 4. Oral practice 5. Reading of material

Method - Procedure (2/2) ① Listening Pracrice ② Choral imitation ④Isolation ③ Individual imitation ⑤ Building up to a new model ⑥ Elicitation ⑦ Substitution drilling ⑨ Correction ⑧ Question-answer drilling

Demo-teaching

1890s : Grammar Translation Method 1930s : Direct Method 1950s~1960s : Oral Approach and Situational Language Teaching

Conclusion (1/3) Strength ① It improves listening ability. ② It helps to learn immediate teaching through realia, action and performance. ③ It gives brain development by listening, speaking, reading, writing and emphasizes inductive teaching in grammar instruction.

Conclusion (2/3) Weakness ① Unlike the Direct method, it allows students to use the mother tongue in class. If students cannot understand what the teacher is saying, it is time consuming to try to explain English in target Language ② Inhibits students initiation to speak ③ Teacher-centered ④ It takes a lot of energy from teachers

Conclusion (3/3) Situational Language Teaching continues to be widely used in many parts of the world. Appropriate level of students : Elementary school students & early middle school students Questions ① The difference between Direct Method and Oral Approach ② The meaning of the theory of language 'Oral Approach'