1. Time: 1930s -60s by British applied linguists
2. Shaped the design of EFL/ESL textbooks and courses
   1. Eg: Streamline English (Hartley and Viney 1979
3. prominent figures: Harold Palmer & A. S. Hornby
4. Vocabulary Control
   1. Pamer: Vocabulary was one of the most important aspects of foreign language learning
   2. 2nd emphasis - Reading Skills
      1. The goal of foreign language study
   3. Michael West: Vocabulary as an essential component of reading proficiency
   4. principles of vocabulary control
      1. Frequency of use
      2. Harold Palmer, Michael West: The Interim Report on Vocabulary Selection. based on frequency and other criteria
         1. Revised by Michael West 1953 "A General Service List of English Words"
5. Grammar Control
6. Pittman
   1. Known for teaching materials
      1. "Situational English"
7. Main characteristics
   1. 1. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form.
   2. 2. The target language is the language of the classroom.
   3. 3. New language points are introduced and practiced situationally.
   4. 4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.
   5. 5. Items of grammar are graded following the principle that simple forms should be taught before complex ones.
   6. 6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.
8. Theory of language
   1. "Structuralism"
   2. speech
      1. basis of language
   3. Structure
      1. heart of speaking ability
      2. Palmer, Hornby: prepared pedagogical descriptions of the basic grammatical structures of English.
   4. Word order, Structural words, the few inflexions of English, and Content words
      1. to form teaching material
   5. the notion of "Situation"
      1. The oral practice of controlled sentence patterns
   6. Structure + Situation
   7. J. R. Firth & M. A. K. Halliday = Meaning, Context and Situation
9. Theory of learning
   1. Behaviorist habit-learning theory
   2. Language learning as habit formation (French)
   3. inductive approach to teach grammar
      1. Process of language learning
   4. No explanation for meaning words or structures
      1. Meaning from Situation
10. Objectives
    1. to teach a practical command of the four basic skills of language, through Structure
    2. Accuracy in both pronunciation and grammar
    3. Errors to be avoided
    4. Automatic control of basic structures and sentence patterns through speech
11. The Syllabus
    1. Structural Syllabus
       1. A list of the basic structures and sentence patterns of English
       2. Structures - sentences
          1. Eg: This is.....
       3. Vocabulary - suitable for that structure
          1. Eg: book, pencil, ruler
12. Types of learning and teaching activities
    1. To presenting new sentence patterns
    2. A drill-based manner of practicing
    3. "Situation" controlled to teach new language material
    4. Situation--> The use of concrete objects, pictures, and realia, with action and gesture to demonstrate the meanings.
    5. New words and sentence patterns- demonstrated with examples
    6. Not through grammatical explanation or description
    7. Meaning - not conveyed through translation
    8. Meaning - made clear visually (objects, pictures, action and mime)
    9. Practice: guided repetition and substitution activities, chorus repetition, dictation, drills. and controlled oral-based reading and writing tasks.
    10. Oral-practice: pair practice and group work
13. Learner roles
    1. First stage: Listen and repeat what the teacher says
    2. Respond to questions and commands of the teacher
    3. has no control over the content of learning
    4. More active participation is encouraged
14. Teacher roles
    1. Three fold function
       1. Presentation
          1. Serves as model, setting up situations = to creat new structure and repeat
       2. a skillful manipulator = using questions, commands and other cues to elicit correct sentences
       3. Lessons= teacher directed
       4. Practice
          1. lookout for grammatical and structural errors
          2. Organizing review
             1. 1. Timing
             2. 2. Oral practice, to support the textbook structures
             3. 3. Revision
             4. 4. Adjustment to special needs of individuals
             5. 5. Testing
             6. 6. Developing language activities other than those arising from the textbook
    2. Teacher is essential to the success of the method
15. The role of instruction materials
    1. Dependent upon both a textbook and visual aids
    2. Organized lessons planned around different grammatical structures
    3. Visual aids
       1. Charts, flashcards, pictures, stick figures, and so on
    4. Textbook - only as guide to the learning process.
    5. Teacher - master of textbook
16. Procedure
    1. Aim to move from controlled to freer practice of structures
    2. from oral use of sentence patterns to their automatic use in speech, reading, and writing