Situational Language Teaching (SLT): A Complete Guide

Situational language teaching, also known as “the oral method”, was mainly used between the 1930s and 1960s. It was a fairly short-lived method for language learning, and today, it’s almost unheard of.

That’s not to say that it didn’t have an impact on how we teach foreign languages today – because it did. Some of its principles are still being used today in combination with other methods.

Let’s see what the oral method is all about!

What is situational language teaching (SLT)

Situational language teaching (SLT) was developed by two British linguists: Harold Palmer and A.S Hornby. Palmer eventually went on to write two books about the oral method called:

• The Oral Method of Teaching Languages
• The Principles of Language Study

The core philosophy is that language should be taught by practicing basic structures in meaningful situation-based exercises.

One way SLT differs from many other methods is that it suggests that speaking and listening skills come before reading and writing. This is based on the idea that language is, first and foremost, a spoken phenomenon.

Palmer introduces this idea quite early in his book about the oral method, emphasizing the importance of teaching languages through oral practice rather than written exercises.

He also writes about contextual learning, the idea that language should be taught in context. Instead of studying words and grammar in isolation, new words and structures are introduced within meaningful situations to make them relevant and easier to understand.

Rather than teaching grammatical rules directly, Palmer suggests that students should infer rules from examples provided in context, much like we discussed in the natural approach.

Situational language teaching is a very structured, teacher-centered method. The teacher is also encouraged to give feedback and correct errors during the exercises.

Practical approach

The oral method shows its age through the ways lessons are conducted. The teacher plays a central role in all activities and is expected to be a model of the target language.

Typically, SLT lessons have three sequences:

1. The teacher presents a new structure or vocabulary
2. The students practice using these new elements in a controlled context (for example, in a roleplay exercise)
3. The students use the new elements in a less controlled speaking or writing activity

Let’s say that the theme of the lesson is “at the restaurant”, then the sequence could look something like this:

• Teacher introduces vocabulary related to food, menus, and ordering
• Students use their new vocabulary in a dialogue where they roleplay as customers and waiters
• Students create their own menus and take turns ordering from each other

As you can see, the teacher presents the necessary vocabulary and structures, and the students practice using the language in a controlled activity (roleplay) before moving on to a more open-ended task (creating the menu).

The idea is that contextualizing words and phrases makes language more meaningful and easier to remember. During these exercises, the teacher provides immediate feedback and error corrections.

The benefits

The situational language approach offers several advantages, especially for those whose main goal is to speak their target language fluently.

Contextual learning: Situational language teaching is a contextualized approach to language studies. Language is presented and practiced in realistic contexts to make it both meaningful and relevant to the students.

Speaking skills first: SLT is also called “the oral method, ” reflecting its core idea that speaking and listening come before reading and writing. Focusing mainly on oral communication gives students the ability and confidence to communicate in their target language.

It’s structured: As we discussed previously, SLT has a clear and structured path. First, the teacher presents and explains new vocabulary, and then the students practice those new elements through roleplay. After that, the students can use these new words and phrases in a more open-ended activity. This allows the students to build their language skills systematically.

Inductive grammar: In SLT, students learn grammar inductively, which means they develop a more intuitive understanding of the patterns and structures of their target language. This approach can be more engaging and less intimidating than explicit grammar studies.

The challenges

There are a couple of challenges that quite often occur when using the oral method:

Written language: One of the biggest advantages of SLT is its hyper-focus on spoken language. But that’s also its biggest flaw. When much attention is put on one thing, you will pay less attention to other things – in this case: the written language. Students may struggle with reading and writing in their target language due to a lack of practice in these areas.

Teacher-centered: The primary source of language input and modeling is the teacher. This might limit the opportunities for autonomous learning and activities led by students.

Repetitious: Situational drills and dialogues can be fun initially but may become monotonous after a while. The oral method relies heavily on roleplaying and similar exercises, which might not be everyone’s cup of tea. As a result, some students might get bored and demotivated by the lack of change in activities.

Too much correcting: SLT emphasizes accuracy, and the teacher is encouraged to be prompt with error corrections. Constantly correcting students can create an environment where they are afraid to make mistakes and thus limit themselves to avoid being corrected.

Who is situational language teaching for

The oral method is rarely the primary method in classrooms today. But certain principles of SLT are very much alive and active all over the world.

Remember, just because a method isn’t popular today doesn’t mean you can’t use it. Here’s a general idea of who the oral method might be suitable for.

It can be great for:

• Learners who prioritize speaking and listening skills over reading and writing.
• Learners who enjoy roleplaying and don’t mind repetitive drill exercises.
• People who want a structured approach and clear guidance from a teacher.
• People who want to avoid explicit grammar studies.

It’s not ideal for:

• Students who want to develop strong reading and writing skills.
• People who dislike repetitious drills and roleplays
• People who are easily discouraged by frequent error corrections.
• Students who prefer student-centric methods.