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1、,GROUP 3: TEACHING ENGLISH GRAMMARS IN CONTEXTTHEORY: SITUATIONAL LANGUAGE TEACHING METHODGROUP MEMBERS:,Frame work,Background The main characteristics of the approach Theory of language Theory of learning The objectives of the Situational Language Teaching method Types of learning and teaching acti
2、vities,2018/9/6,Background,The origins of this approach began with the work of Britlsh applied linguists in the 1920s and 1930s. Beginning at this time, a number of outstanding applied Linguists developed the basis for a principled approach to methodology in language teaching. Two of the leaders in
3、this movement were Harold Palmer and A. S. Hornby, two of the most prominent figures in British twentieth-century language teaching.What they attempted was to develop a more scientific foundation for an oral approach to teach English than was evidenced in the Direct Method.,The main characteristics
4、of the approach,Language teaching 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.,Vocabulary selection procedures are followed to en
5、sure that an essential general service vocabulary is covered. Items of grammar are graded following the principle that simple forms should be taught before complex ones. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.,The main characteristics of the
6、 approach,Theory of Language,The theory of language underlying Situational Language Teaching can be characterized as a type of British “structuralism.” Speech was regarded as the basis of language, and structure was viewed as being at the heart of speaking ability. Our principal classroom activity i
7、n the teaching of English structure will be the oral practice of structures. This oral practice of controlled sentence patterns should be given in situations designed to give the greatest amount of practice in English speech to the pupil The theory that knowledge of structures must be linked to situ
8、ations in which they could be used gave Situational Language Teaching one of its distinctive features.,Theory of learning,The theory of learning underlying Situational Language Teaching is a type of behaviorist habit-learning theory. It addresses primarily the processes rather than the conditions of
9、 learning. Palmer has pointed out, there are three processes in learning a language : receiving the knowledge or materials, fixing it in the memory by repetition and using it in actual practice until it becomes a personal skill. Situational language Teaching adopts an inductive approach to the teach
10、ing of grammar The meaning of words or structures is not to be given through explanation in either the native tongue or the target language but to be induced from the way the form is used in a situation.,The objectives of the Situational Language Teaching method,The objectives of the Situational Lan
11、guage Teaching method are to teach a command of the four basic skills of language, but the skills are approached through structure. Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided. Automatic control of basic structures and sentence patterns is fundamen
12、tal to reading and writing skills, and this is achieved through speech work.,Types of learning and teaching activities,Situational Language Teaching employs a situational approach to presenting new sentence patterns and a drill-based manner of practicing them. The form of new words and sentence patterns is demonstrated with examples and not through grammatical explanation or description. The meaning of new words and sentence patterns is not conveyed through translation. It is made clear visually (with objects, pictures, action and mime),Thank you !,
