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APPROACHES OF TEACHING ENGLISH

"An approach is a set of correlative
assumptions dealing with the nature of lan-
guage teaching and learning"
- Edward Anthony
An approach refers to the actual nature of
the language. It describes the kind of subject
matter to be taught and how best do pupils
learn It. It states a point of view, a philosophy or
an assumption which one believes but can not
necessarily prove.
The main approaches used in teaching
English are Structural- Oral- Situational
Approach (S-O-S) and Communicative
Approach.
THE STRUCTURAL-ORAL-SITUATIONAL APPROACH
Historical Background: This approach is
other wise known as 'S-O-S' Approach. It is
believed to be an alternative to the direct
method of teaching English. This approach is
an outcome of the experiments
carried out in language teaching in
the army camps in World War-II.
Charles Fries, the director of first
English language institute in the
USA applied structural linguistic
principles to teaching of language and devel-
oped structural approach. For Charles Fries
grammar of structure was the starting point in
teaching language.
Similarly, the British linguists evolved the oral
approach to teaching of English. They believed
that a structure or word should not be present-
ed in isolation. It has to be introduced and prac-
ticed in context. Situationally, Harold Palmer
and A.S. Hornby were the two most important
advocates of this approach.
DISTINCTIVE FEATURES OF S-O-S APPROACH
The structural Approach to English is teach-
ing the learner certain structures in a certain
order. - C.S.Bhandari
A) AIM: Presentation and practice of carefully
selected and graded structures is the motto
of structural approach.
B) Unit of Teaching: Structure is the unit of
teaching. According to ML Tickoo in learning
foreign language mastery of structure is
more important than acquiring vocabulary.
C) Syllabus: i) About 250-300 carefully
selected and graded structures
ii) 2500-3000 words (Vocabulary)
D) Selection of Structures: i) Useful to pupils
(utility oriented): The structures which
frequently occur in both spoken and written
language should be selected.
e.g.: The verb 'have' has more than one
meaning.
I have two hands.
She has a Car.
India have won the world cup.
ii) Simple and easily comprehendible (sim-
plicity): Simple structures like...I am walk-
ing, you are playing - can be selected for
the easier understanding of the pupils.
iii) Easily teachable and learnt (Teachability):
The teachable structures should be selected
and taught in the beginning. For example 'I
am standing' is an easy structure when
compared to 'I am honest (or) I am thinking'
iv) Yield results (pro-
ductivity): The struc-
tures selected should be productive. It
means that one structure should be able to
produce more structures. For example 'I
drink milk' is a productive structure with
which we can connect more links such as
you drink... they drink..., we drink...
E) Procedure of teaching: In S-O-S approach
every structure is taught separately.
Generally the following five steps are
involved:
i) Presentation of structure in appropriate
situation by the teacher
ii) Oral drill by the students of the situations
created in step-I
iii) Presentation of item/structure in some
new situation
iv) Oral drill by the students of situations
created in step-III
v) Over all drill
F) Language Perception:
i) Language is primarily speech. So oral
work plays a vital
role
ii) Language is a
set of habits. So
language drills
take a vital posi-
tion. Use of drill
is the central
technique here.
G) Adoption of other approaches: Structural
approach goes with situational approach.
Structural approach in India
The structural approach made its advent in
India in 1952.
Tamilnadu was the first state in India to agree
to use S-O-S approach.
The British Council helped the Tamilnadu
Government in framing the structural
syllabus and producing necessary materials.
Key points of the topic
An approach deals with the nature of lan-
guage.
S-O-S Approach came into practise as an
alternative to direct method.
Charles Fries developed structural approach
in the USA.
According to Fries structure should be the
starting point in Language teaching.
Harold Palmer and A.S. Hornby were the
two British linguists evolved oral approach.
They said that the structure should be intro-
duced and practiced in a meaningful context.
Practising selected structures in a meaning-
ful context is the distinctive feature of this
approach.
S-O-S approach gives prominence to oral
work and intensive drills.
S-O-S suits lower classes.
Situations can not be created for the
teaching of each and every structure.
This approach is least effective in teaching
poetry, descriptive and narrative writing.
1. The hallmark of structural approach is ..........
1) forming speech habits
2) mastery of selected structures in
meaningful situations.
3) memorisation of vocabulary
4) repetition and drills
2. The structural approach is an alternative to
..........
1) Bilingual method
2) Grammar-Translation method
3) Direct method 4) Reading method
3. Something that deals with the nature of
language is ..........
1) a technique 2) an approach
3) a method 4) a strategy
4. Contextual and situational practice of
structures was proposed by..........
1) Charles Fries 2) Hornby
3) Michael West 4) C.J. Dodson
5. Selecting frequently occurred structures in
S-O-S approach denotes ..........
1) The utility oriented aspect
2) The simplicity principle
3) The productive oriented aim
4) The easily teachable feature
6. The technique used in structural approach
is..........
1) Questioning 2) Drilling
3) Brain storming 4) Memorisation
ANSWERS: 1)2 2)3 3)2 4)2 5)1 6)2 .
ENGLISH PEDAGOGY
Advantages
Structural
approach gives
importance to
speech or oral
aspect of the
language which
enables the learner
to acquire fluency.
Habits of correct
pronunciation of
English words are
developed because
of its emphasis on
oral practice.
Structures are
grasped perma-
nently as result of
repeated use by
the students.
Drills and repetition
minimise the
mistakes.
As situational
teaching is the hall
mark of this
approach, stu-
dents learn the lan-
guage in meaning-
ful situations. This
could help them to
perform better in
the life situations
Limitations/
Disadvantages
This approach
suits lower class-
es. The students
of higher classes
dislike monoto-
nous drills. They
take the drills as
fun.
Situations either
real or contrived
(artificial) can not
be created for
each and every
structure.
Complete knowl-
edge of grammar
can not be
obtained.
It is time consum-
ing approach.
It does not suit to
the over crowded
classes. This is
not helpful in
teaching poetry,
descriptive and
narrative writing.
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e-mail pratibha@eenadu.net
S. RAHAMATHULLA
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