Oral Approach and Situated Language Learning Prepared by

Oral Approach and Situated Language Learning Prepared by: Doris Shih FJU

Popular language teaching method in 1930 to 1960 s in Great Britain

Historical Background

Important figures German scholar : Wilhelm Victor (1882) ü English phonetician: Henry Sweet (1900) ü European linguist: Otto Jespersen (1904) ü English linguist: Harold Palmer ü American linguist: Leonard Bloomfield (1914) ü American professor: Charles C. Fries (1945) ü

German scholar : Wilhelm Victor ü 1882 pamphelet *Lanugage Instruction Must Turn Around* ü advocated emphasis on “language”rather than writing.

English phonetician: Henry Sweet ü 1900 book “The Practical Study of Languages” ü “. . . all study of language, whether theoretical or practical, ought to be based on the spoken language”

European linguist: Otto Jespersen ü 1904 book “How to teach a Foreign Language” ü called his method of the natural, rational, direct, phonetic, imitative, analytical, concrete, and conversational method.

American linguist: Leonard Bloomfield 1914 book “Introduction to Linguistic Science” ü Language is not the same as writing. language finds its primary expression in speech. ü advocated a speaking knowledge as the most desirable goal of language instruction. ü

American professor: Charles C. Fries 1945 book Teaching and learning English as a Foreign Language ü OA for him is – mastery of basic structures – drills in oral production and reception – building of accurate and fluent linguistic habits ü

English linguist: Harold Palmer 1921 book Principles of Language Study ü developed a more scientific foundation for oral method than Direct Method. ü “. . let the example precede or even replace the rule. . . ” ü

Palmer (cont. ) ü “. . give books, pencils, and pens to the students and make them give them to you. . . ü “. . speak about writing words and words being written or about speaking English and English being spoken. . . ”

The view of language runs through these men: Language is a code consisting of a set of habits!!

Approach ü Theory of Language ü Theory of Learning

Design ü Focus on structure ü Pronunciation/grammar ü No errors ü Syllabus ü Roles of learner and teacher ü Roles of the material

Procedure ü Controlled to free ü The four Skills ü Sample lessons

Keys to the method Spoken language is primary! ü Target language only! ü Situational practice ü General and useful vocabulary ü Closely graded grammar ü Reading and writing introduce later ü

Step by step in the classroom 1. Presentation : Introduce material. 2. Controlled practice: Intensive, teachercontrolled. 3. Free practice: Student practice. 4. Checking: Teacher-elicited usage. 5. Further practice: New situations and combinations.

Get “Situated” Familiar because of repetition ü Comfortable because of form ü Useful because of structure ü

Classroom Management Teacher 5 6 7 8 1 2 3 4

1 5 2 6 3 7 4 8

Critique

Strengths

Viewed from today. . . Perspectives Suitable for introduction to the language. ü Oral production without risk. ü Values practical grammar and vocabulary. ü An accessible method for teachers. . . if they have good curriculum. ü Inexpensive to use. ü

Weaknesses

Viewed from today. . . Perspectives Boring ü Inauthentic ü Ineffective ü Teacher-controlled ü Condescending ü Conflicts with natural acquisition ü