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

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

3. 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.

4. 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)

5. 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)

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

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

8. 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.

9. 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.

10. 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)

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

12. 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

13. Demo-teaching

14. 1890s : Grammar Translation Method
1930s : Direct Method
1950s~1960s : Oral Approach and
Situational Language Teaching

15. 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.

16. 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

17. 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'