SITUATIONAL APPROACH Flashcards
‘The material of the language lesson,’ wrote Lionel Billows
in 1961, ‘is not ___, but __ itself; the language is the
___ we use to deal with the material, slices of
experience’. One form that these ‘____’ take
is the situation, and the ____ was
originally conceived as a way of making the ____ ‘the
material of the language lesson’.
- language
- life
- instrument
- slices of experience
- situational approach
- situation
In 1914, the ___ anthropologist Bronislaw Malinowski (1881–1942)
travelled to ____ and thence to the adjacent ___, where he
conducted a ____ study of the islanders. Out of the
experience of transcribing their ___, he concluded that language use is entirely ____: ‘__and ___are bound up ___with each other and the context of situation is ___ for the understanding of words’ (1923).
- polish
- Papua
- Trobriand Islands
- lengthy ethnographic
- day-to-day talk
- context-dependent
- Utterance
- situation
- inextricably
- indispensable
Malinowski’s insight was picked up by a number of (____)
linguists. As one of them worded it, ‘to be a member of a _______ is to know what ___ fits what situation’ (Mackey 1978). It was left to others, such as ___, to attempt to identify the ways that ____(or ___) features are encoded (i.e.expressed) in language – a project that culminated in his Introduction to ____(1985).
- primarily British
- speech community
- language behavior
- Michael Halliday
- situational
- contextual
- Functional Grammar
Meanwhile, the ___implications of this ‘___’ view of language
were not lost on a___. Pit Corder (1966) wrote that ‘one can
______ a course which had as its starting point an ___ of situations in which the learner would have to learn to ___’.
- pedagogical
- situated
- applied linguists
- perfectly well envisage theoretically
- inventory
- behave verbally
While linguists were wrestling with these questions, ____were already
implementing what came to be known as ______. Lionel Billows’ Techniques of Language Teaching (1961) outlines the
principles that underpin this approach. In order to ‘___’ language
learning, Billows proposes a system of ___, radiating out
from the learner’s ____ (e.g. the ___) to the world as
____, the world as ___, and the world as ___
experienced through __. Billows argues that we should always seek to
engage the ___ by way of the __ ones.
- teachers
- Situational Language Teaching
- situate
- concentric circles
- immediate context
- directly experienced
- imagined
- indirectly
- texts
- outer circles
- inner
Teaching- based around a ____of situations is __ remembered in the
form of the ____, popular in the teaching of ___.
However, it soon became apparent that ‘___’ was ___ a way of
____ language in ___, and, at best, was only good for generating a
kind of ‘____’ approach to syllabus design. So, apart from in some
‘___’ courses for ____, and in ___ (such as English for
___ people), the situation was ___ as an ___
principle. Instead, it was ___ into ___ courses in the ___tradition (see chapter 4), in the form of what Louis Alexander
called ‘_____’, i.e. ‘teaching a language
by means of a series of ___ situations while at the ____ grading
the structures which are presented’ (1967). His New Concept English series
(Alexander 1967) was a ___ example of this approach. English
in Situations by Robert O’Neill (1970) further ___ the basic model,
in which the situation is simply a ____for presenting the ___.
- syllabus
- best
- Audio-Visual Method
- French
- situation
- too loose
- categorizing
- use
- phrase book
- survival
- beginners
- ESP courses
- business
- largely abandoned
- organizing
- co-opted
- grammar-based
- Oral Method
- structurally controlled situational teaching
- everyday
- same time
- widely marketed
- consolidated
- context
- grammar
The basic ___ principle at work is that of __, i.e. from the
examples of a __structure in a __or __(_____), the learners work out the rules of its __and __. Here, for example, is a typical situation (from English in Situations, O’Neill 1970)
Charles Gripp was a ___ once. The police caught him in 1968
and he is in prison now. Before 1968 Charles drove a large car, robbed
banks, had a lot of money and had arguments with his wife all the time.
He did a lot of things then but he does not do any of those things now
and he never sees his wife. HE USED TO BE A BANK ROBBER. HE
USED TO ROB BANKS, DRIVE A BIG CAR, AND HAVE
ARGUMENTS WITH HIS WIFE ALL THE TIME, BUT HE
DOESN’T DO ANY OF THOSE THINGS NOW
The pattern may then be displayed in the form of a ___ table, and is ___ through ___ stages of ___ , beginning with __.
- learning
- induction
- grammatical
- text
- dialogue
- typically presented orally
- forms
- use
- bank robber
10, substitution - consolidated
- successive
- controlled practice
- imitation drills
In somewhat ___ style, O’Neill (1970) outlines the rationale:
Class must have ___ to gain insight into when to use ___.
___represent ___. From these, they can generalize
about use of pattern. ___may also decide to give __ rule.
However, this is __ in itself. […] Formal rules can be __
but cannot be ___for student’s own insight
- elliptical
- chance
- pattern
- Situations
- typical instances
- Teacher
- formal rule
- not enough
- helpful
10, substituted
The ‘_____’ – i.e. a situation which generates several
instances of the ___ structure – has provided ___of language teachers with an alternative to ___or ___as a means of presenting ___. As the first ‘__’ in the PPP (_____) lesson structure, it ___the need for a ___ template that enshrines a ___logic – and one that finds some ___in __theory, i.e. the theory that ____ knowledge (____) becomes ___(i.e. _____) through ___. Moreover, the use of ___ procedures in order to encourage learners to work out the rules themselves confers a ____ on learners that earlier methods, such as the ___, ___.
- generative situation
- target
- legions
- translation
- explanation
- grammar
- move
- presentation-practice-production
- satisfies
- lesson planning
- tight
- validation
- skill learning
- declarative
- knowledge-that
- proceduralized
- converted to knowledge-how
- practice
- guided discovery
- degree of agency
- Oral Method
- lacked
On the other hand, the somewhat ___lesson format of the ___
approach, with its emphasis on the _____ of ____ patterns, along with the _____contexts for presentation, is ____ advance on the _____ (see chapter 6), with which it shares many beliefs about ___and ___.
- rigid
- situational
- accurate reproduction
- pre-selected
- artificially contrived
- not a huge
- Audiolingual Method
- learning
- language
In the light of recent developments in ___theory, which argue that all learning is ‘___’ (Lave & Wenger 1991), it may be time to revisit the ___ as originally conceived, i.e. where the situation is not simply a ___(or __) for presenting ___, but is the ___ organizing principle in course design. This is particularly relevant now that ___ have effectively ___the borders between the ___and ‘____’ situations. For example, mobile devices allow learners to record ___in the __world for later analysis in the classroom, such as exploring the ways that ____ and the ‘____’ impact on one another. And ___ now provides _____ descriptions of the kind of language that is used in ____ – not just the ___and ___, but the particular features of ___and ___. The way that language varies according to ___suggests that, in the end, all language use is ‘___’, and that language teaching, therefore, is preparing learners to use language for ‘____’.
- educational
- situated
- Situational Approach
- context
- pretext
- grammar
- central
- digital technologies
- dissolved
- classroom
- real life
- interactions
- outside
- language choices
- context of situation
- corpus linguistics
- increasingly more detailed
- specific situations
- vocabulary
- grammar
- register
- style
- situation
- specific
- specific purpose
