The Oral Approach and Situational Language Teaching Essay

The Oral Approach and Situational Language Teaching - Essay ExampleThe target language is the principal(prenominal) language in the classroom, and everyone learns it best by speaking it. Reading and writing in the target language follows once a lexical and grammatical creation has been established. That look upons, the learner is corrected when he makes mistakes in spelling, vocabulary use, etc. The teaching of the foreign language is from simple to more complex forms. Upon learning this, some whitethorn be curious as to the Oral Approach is regarded by students if they sire already been exposed to other teaching approaches. Would this approach clash with other methods students have already been accustomed to or would it supplement them? How about students with language impairments? Would the Oral Approach be able to encourage them or discourage them from speaking in a foreign language? The Situational Language Teaching approach is a language teaching approach that attends the learner say the foreign language better by clustering lessons based on certain situations. Pittman (1963) clarifies the word situational as identifiable concrete materials, pictures and relia which are used together with actions and gestures in order to attest the meanings of refreshful language words and phrases. If possible, these are used to teach a lesson on a particular situation. This eases the learner, knowing that what he is learning is about something familiar to him and can focus on the theme of the lesson. For example, simpler lessons teach about vocabulary on family will have pictures of family members. In any learning situation, it helps if the new acquaintance is linked with previous knowledge. The Situational Language Teaching approach capitalizes on the learners own context. In the article, an example was provided on victimisation actual objects to help students learn foreign words without necessarily identifying the object in the home language. This is effective since the objects are familiar to the students. The same may be true when the instructor teaches them a song about something they can relate to in their own context. It would be effective to use visual aids for the song so it becomes considerably understandable to the learners especially if the song depicts a story. The pictures in the story may be presented while parts of the song related to the picture are sung. The system underlying these approaches leans on the behaviourist perspective. Palmer (1957) summarizes the process of learning a language as receiving the knowledge or materials (stimulus), retaining it by repeating it both mentally and verbally, and using it in practice until it becomes a skill which later on becomes second nature to the individual. The issue now comes for people who would have deficiencies in the skills of memory and repetition. Does that mean they will be unable to learn another language due to their limitations? If these language teaching approache s are effective in the classroom, how would it translate to outside the classroom? It would be alright if the students live in the country where the target language is spoken since there would be several people whom they can practice their new skills with. If they live in their home country, however, where the target language is constrained within the classroom, then there would be no other people to practice with and understand what they are saying especially in the home if