Situational Language Teaching Grew Out of the Direct Method

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Situational Language Teaching is a language teaching method that grew out of the Direct Method and was developed by British applied linguists Palmer and Hornby between 1930s and 1960s. By the 1950, this approach become the most accepted British approach due to its focus of vocabulary and grammar control (Faried.N.F, 2011). It was a Swiss linguist Otto Jespersen who tried to develop a more systematic and logical approach to the teaching of English than was the Direct Method so that language could be taught logically and systematically in the classroom (Aslam, M, 2003, P. 48). The approach which consequently emerged was not a "direct method" such as the oral approach supposed careful selection and progression of a target language input. It was strongly teacher centered, discouraged prescribed teaching of grammatical structure and selecting the idea that students would take and apply those rules which are prescribed by their teachers. The approach was also structural because here students are taught and practiced in a situational context e.g. practical life and family etc (Smith, 2011). Though this Method is no longer a dominating trend, but techniques and practices designed by the proponents of this method can be effectively used in language teaching activities. Vocabulary is considered a significant part of Situational language teaching and syllabus is designed structurally with gradually sequenced sentence patterns. The teacher being a model devises the situation and

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