The oral approach and situational language teaching (SLT)

The oral
approach and

situational
language
teaching (SLT)

In the 1900s, English language teaching INTRODUCTION
was influenced by the grammar
translation method.

It was criticized when learners were
unable to communicate much in the
target language as little oral work took
place in the classrooms.

Direct method was introduced where it
attempted to make second language
learning more like first language learning
but translation is not allowed.

Direct method lacked a clear grounding in
theory which hindered the effectiveness of
teaching learning process.

TOPIC OBJECTIVES

In the end of this session, you should be able to:

2.1 describe oral approach and situational language teaching (SLT).
2.2 identify the three principles of oral approach and situational
language teaching (SLT).
2.3 explain the integration of various teaching aids to the listening
and speaking skills.
2.4 elaborate the roles of teachers and students in SLT.



What is the oral approach and SLT?

• Harold Palmer and A.S. Hornby with other outstanding linguists, Harold Palmer
developed a systematic basic principle of approach to
methodology in English language teaching. A.S. Hornsby

• With the ongoing development of the systematic approach in
vocabulary and grammatical content knowledge, The Oral
Approach was established.

• They also developed an approach to methodology that involved
systematic principles of selection, gradation and presentation.

• This principle of situationally was marked as the main
characteristic and known as The Oral and Situated Language
Teaching in 1940.

Process of the approach

1 2 3

Step 1 - Step 2 - Fixing it in Step 3 - Using it in actual
Receiving the memory by repetition. practice until it becomes a
knowledge or material.
personal skill.

The 3 principles

Selection Gradation Presentation

Principle of checking Principle of sequencing Principle of classroom
grammar and and organizing the techniques (imitation,
vocabulary content
elicitation, drilling)

The characteristics of SLT

Language teaching Teaching materials are The target language is New language points are
begins with the spoken presented and taught the language of the introduced and

language. orally before it is classroom. practiced situationally.
presented in written form.

Vocabulary selection Items of grammar are Reading and writing are
procedures are followed graded following the introduced once a
principle that simple
to ensure that an forms should be taught sufficient lexical and
essential general service before complex ones. grammatical basis is

vocabulary is covered. established.

Teacher’s role

• The method leads to threefold activity for a
teacher:
• setting the stage for a new structure,
• presenting the model structure
• drilling and correction.

• The responsibilities of a teacher:

• dealing with timing, oral practice in order to
support the textbook structures, revision,

• adjustment to special needs of individuals,
testing and developing language activities.

Student’s role

• Passive at the first stage where they are.

• Required to simply listen and repeat what the
teacher says and respond to questions and
commands.

• Respond to the questions asked by the teacher
by situationalizing the structure and meaning.

• No control over the learning content.

Integration of teaching materials

• The teacher is highly demonstrative through Note: From “Teaching english: Notes & Comments
teaching aids like wall charts, flashcards, of teaching english overseas” by Frisby (1957)
posters, pictures, sticks , visual aids, wall
charts, flashcards, pictures, mimes, tablets
and smartphones, prompt words and
gestures.

• Lessons conducted under SLT, begins with
stress and intonation practice followed by a
revision and a presentation of new phrases,
mainly structures, vocabulary and grammar.

11

Advantages Disadvantages

Learners pick up the language Conformed to the learning environment
forms and functions through in context and do not have the freedom
listening and speaking skills
to expand their learning other than
activities what is being taught
Learn vocabulary in context
through games using imitation in Face difficulties in conveying the
topics and making it hard for learners
a fun and relaxed way.
String words into short phrases to grasp what is being taught when
and sentences and are able to teaching aids are scarce.

speak more confidently. Experience boredom due to the
redundancy in the learning process

and lose interest.

12

1. Do you have any personal experience in applying SLT in your
class?

2. Do you find this approach still effective in teaching listening
and speaking skills in English?

3. How do you integrate the oral approach and SLT in a 21st
century classroom?

CONCLUSION

• SLT is a teaching approach that should be molded to
accommodate the progressive education system.

• It is highly teacher-centered as they are focused on enabling
learners to acquire language that is derived from the syllabus
through drilling and reinforcement.

• The teaching tools too have to be viable in encouraging pupils
towards active learning in SLT.

14

15