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3. Situational LanguageTeaching Thetheory of Situational Teaching can be traced back to J.R Firth, who is deeplyinfluenced by Malinowski. He argues that the particular situation in whichutterances take place plays an important role in the interpretation of theutterances. The meaning of language should be studied in terms of elements closelylinked with languages: its context and use. 内容来自论文无忧网 www.paper51.com
Situational Language Teaching is anapproach developed by British applied linguist in the 1930s to 1960s. It ischaracterized by emphasis on speech and analogy. Language teaching begins withspeaking. Writing comes after speaking. Target language is used as instructionlanguage in the class. The main content of situational teaching is dialoguesand drills. New words and phrases and constructions are drilled in a“situation”. Vocabulary selection procedures and grading of items of grammarare followed to ensure the teaching moving from the simple to the complex (Richards, J.C., andTheodore, 1988). copyright paper51.com In the class using situational approach, the teacheris the creator and participant of situation and the student is the participantof situation.For example in teaching conditional sentences the teacher can imagine himselfor herself or any students as a dirty boy or girl with bad habits and havingtrouble in making friends. He or she could first demand other students to feelregret for it in the conditional sentences such as: 内容来自www.paper51.com |