The Oral Approach and
Situational Language Teaching
Background
• The origins of this approach begin with the
work the work of British 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 this movement were:
Harold Palmer and A.S. Hornby
They attempted to develop a more scientific
foundation to an oral approach to
teaching English than was evidenced in the
Direct Method.
The result was a systematic study of the
principles and procedures that could be
applied to the selection and organization of the
content of a language course (Palmer 1917,
1921).
Vocabulary control
• In the 1920s and 1930s, several large-scale
investigations of foreign language vocabulary were
undertaken.
• The impetus for this research came from two
quarters.
• First, there was a general consensus among
language teaching specialists, such as Palmer, that
vocabulary was one of the most important aspects of
foreign language learning.
• A second influence was the increased emphasis
on reading skills as the goal of foreign language
study in some countries.
• This led to the development of principles of
vocabulary control, which were to have a major
practical impact on the teaching of English in
subsequent decades.
Grammar control
• Palmer viewed grammar as the underlying
sentence patterns of the spoken language.
Palmer, Hornby, and other British applied
linguists analyzed English and classified its
major grammatical structures into sentence
patterns (later called “substitution tables”),
which could be used to help internalize the rules
of English sentence structure.
• With the development of systematic approaches
to the lexical and grammatical content of a
language course and with efforts of such
specialists as Palmer, West and Hornby in using
these resources as part of a comprehensive
methodological framework for the teaching of
English as a foreign language, the foundations
for the British approach in TEFL/TESL– the
Oral Approach – were firmly established.
The Oral Approach and Situational
Language Teaching
• systematic principles of selection (the
procedures by which lexical and grammatical
content was chosen),
• gradation (principles by which the organization
and sequencing of content were determined),
• presentation (techniques used for presentation
and practice of items in a course).
Main characteristics of the approach:
1. Language teaching begins with the spoken
language. Material is taught orally before it is
presented in written form.
2. The target language is the language of the
classroom.
3. New language points are to introduced and
practice situationally.
4. Vocabulary selection procedures are followed to
ensure that an essential general service vocabulary
is covered.
5. Items of grammar are graded following the
principle that simple forms should be taught
before complex ones.
6. Reading and writing are introduced once a
sufficient lexical and grammatical basis is
established.
How can SLT be characterized at the
levels of approach, design, and
procedure?
Approach
Theory of language
SLT 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
The theory that knowledge of structures must be
linked to situations in which they could be used
gave SLT one of its distinctive features.
Many British linguists had emphasized the close
relationship between the structure of language
and the context and situations in which language
is used.
Theory of learning
behaviorist habit-learning theory– which
addresses primarily the processes rather than
the conditions of learning.
As 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. (1957:
136)
Design
Objectives
to teach a practical command of the four basic
skills of language
accuracy in both pronunciation and grammar is
regarded as crucial, and errors are to be avoided
at all costs
automatic control of basic structures and
sentence patterns is fundamental to reading and
writing skills, and this achieved through speech
work
“Before our pupils read new structures and new
vocabulary, we shall teach orally both the new
structures and the new vocabulary” (Pittman
1963: 186).
