Recommended answer:
Structural-situational language teaching method was developed by British applied linguists in the 1930s to the 1960s.
Language presentation and practice
was situational. All techniques of audio lingual method and situation
considered as use of concrete objects, pictures with gestures and actions.
Speaking and listening were most important.
It gave rise to the idea of PPP (presentation, practice, production) in
which target item presented as semi-controlled practice and free practice
role-playing.
Focus was
primarily given to speech which was regarded as the basis of language and
structure was viewed as being the heart of speaking ability. This led to less
importance to other abilities such as writing.
This method had been criticized
for being time-consuming, insistence on giving the meaning of words and
structures through dramatization, demonstration and association without
resorting to the mother tongue had led to the using of roundabout technique
which was time wasting. The learner was expected to deduce the meaning of a
particular structure or vocabulary item from the situation in which it was
presented which might lead to confusion on the part of the learner and
misunderstanding. The learner was expected to apply the language learned in the
classroom to situations outside the classroom. The problem was not guaranteed that learners would apply what
they have learned, and even if they were willing to do so it was not guaranteed
that they would be able to do it especially in countries where the language
learned is not used frequently. Errors were not tolerated. This could cause
stress which may hinder the learning process. Accuracy in both pronunciation
and grammar were regarded as crucial. Eventually, there was no mention of communication
ability in this method (Al Humidi
1989).
More interview questions - answers...
More interview questions - answers...
