1. Chapter 5
The Oral Approach

2. General Ideas
The Oral Approach / Situational Language Teaching means an approach to language teaching developed by British applied linguists from the 1930s to the 1960s.

3. It is a grammar-based method in which principles of grammatical and lexical gradation are used and new teaching points presented and practiced through meaningful situation-based activities.

4. General Ideas
Although no longer in fashion, techniques derived from this approach have shaped the design of many widely used EFL/ESL textbooks.
It is of significance to understand the practices and principles of this approach.

5. 1) This approach originated in Britain in the 1920s.
Background
1) This approach originated in Britain in the 1920s.
2) Harold Palmer and A. S. Hornby were the most important and influential figures.
3) They were dissatisfied with the Direct Method.
4) Another objective was to develop principles of vocabulary control.
5) Frequency counts showed that a core of 2000 words occurred frequently in daily use and written texts.

6. 9) Sentences patterns used to have oral practice.
Background
6) Organization of the grammar content of a language course should be based on the principle of gradation.
7) Their view of grammar was very different from that of the Grammar-Translation Method.
8) Students acquire a little information at a time and learn to make meaningful statements.
9) Sentences patterns used to have oral practice.

7. Theoretical Basis

8. 1) It can be characterized as a type of British “structuralism”.
Theory of language
1) It can be characterized as a type of British “structuralism”.
2) Language as speech/Language was identified with speech, and speech ability was approached through oral practice of structure.

9. 3) Language as rule-governed/British linguists believe that elements in a language were rule-governed/lower level systems of word classes (nouns, adjectives, and so on) led to higher level systems of phrases and sentences.

10. Theory of language
4) Emphasis on the close relationship between the structure, context and situation.
5) Primary importance attached to meaning, context and situation.

11. 2) Language learning in revelopment of literacy
Theory of learning
1) Behaviourist habit formation/Foreign language learning was considered basically a process of habit formation.
2) Language learning in revelopment of literacy

12. 4) Naturalistic principles for classroom teaching
Theory of learning
3) The habit formation of foeal life and language learning in the classroom: the acquisition of spoken language and the foreign language speech patterns
4) Naturalistic principles for classroom teaching
5) Direct and spontaneous uses of the target language

13. Basic principles

14. 1) Language teaching begins with the spoken language
Main features
1) Language teaching begins with the spoken language
2) The target language is the language of instruction.
3) New language is introduced and practiced in situations.
4) Speech habit is formed in the initial period of a language course.

15. 5) Accuracy is maintained. 6) Common core words are covered.
Main features
5) Accuracy is maintained.
6) Common core words are covered.
7) Simple forms of grammar are taught before complex ones, and inductively.
8) Reading and writing are introduced learning later.

16. Deciding on the content of learning Setting the space
Teachers’ role
Deciding on the content of learning
Setting the space
Setting up situations
Model in the presentation stage
Error detector in the practice stage & grammar.

17. The objectives of language teaching are to help the students:
to get a practical command of the four basic skills of a language;
to obtain accuracy in pronunciation

18. 1) New sentences patterns presented in situations
Techniques
1) New sentences patterns presented in situations
2) Drill-based practice
3) Guided repetition
4) Substitution activities
5) Dictation
6) Controlled reading and writing tasks

19. 3) Individual imitation 4) Isolation 5) Building up to a new model
Procedures
1) Listening
2) Choral imitation
3) Individual imitation
4) Isolation
5) Building up to a new model
6) Elicitation
7) Substitution drills
8) Question-answer drills
9) Correction

20. Summary and Comments

21. 1) The first attempt to establish theoretical principles
Advantages
1) The first attempt to establish theoretical principles
2) Developing a methodological framework for the first time

22. Disadvantages
Not concentrated with appropriateness or rules for use in real discourse

23. 1) What is the goal of teachers who use the Oral Approach?
Discussion
1) What is the goal of teachers who use the Oral Approach?
2) What are some of the characteristics of this approach that make it so distinctive from the Direct Method?