Tefl

Situational vocabulary Teaching ( oral examination Approach)
The Oral Approach or Situational Language Teaching is an approach developed by British employ linguists in the 1930s to the 1960s. It is little known by many another(prenominal) language teachers although it had an impact on language courses and was still apply in the design of many widely used EF/ESL school textbooks in the 1980s such as Streamline English (Hartley and Viney 1979).
The Oral Approach and Situational Language Teaching relied on the structural conceive of language. Both speech and strucure were seen to be the basis of language and, especially, discourse ability. This was a view similar to American structuralists, such as Fries. However, the notion of the British applied linguists, such as Firth and Halliday, that structures must be presented in situations in which they could be used, gave Situational LanguageTeaching its distinctiveness.

Vocabulary and grammar control
unmatchable of the outstanding features of the method is its emphasis on vocabulary and construe skills accomplishment. This led to the development of principles of vocabulary control. Frequency counts showed that a shopping centre of about 2000 words occurred frequently in written text and that a mastery of such an inventory would lead to erupt reading skills.




Likewise, it has been believed that an analysis of English and a classification of its pass grammatical structures into sentence patterns (or situational tables) could be used to assist learners to internalise the rules and sentence structures.

Behavioristic background
Situation Language Teaching held a is behavioristic stand to language learning. It dealt with the processes rather than the conditions of learning. These processes englobe three stages:
recieving the knwoledge or material
fixing it in memory by repetition
and using it in actual practice until it becomes a personal skill.
The principles of the behavioristic possible action of learning can be summerized as follows:
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