A Structural Approach Vs. a Situational Approach to Foreign- Language Teaching  

Oleh:

Hauptman, Philip C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 21 no. 2 (Dec. 1971), page 235-244.
Fulltext: 21_02_Hauptman.pdf (486.73KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/21 Non-tandon: tidak ada Tandon: 1

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Two approaches to foreign-language instruction were com- pared in an experiment in which American children learned Japa- nese. In the “structural approach,” materials were sequenced in order of increased difficulty of grammatical and lexical forms. In the “situational approach,” the same materials were presented in the form of meaningful dialogues; sequencing did not depend upon the relative difficulty of grammatical and lexical items. The principal findings of the experiment were: (1) that the situational approach produced results equal to or better than those of the structural approach, (2) that the situational approach pro- duced significantly better results among students of high language aptitude and intelligence; and (3) that there was no significant dif- ference between approaches among students of lower aptitude and intelligence. A major implication of this study for foreign language teach- ing is that in elementary courses for children, it is unnecessary to sequence content materials according to the linguistic difficulty of grammatical and lexical forms. In classes which are hetero- geneous or of generally high intelligence and language aptitude, sequencing by situations is more beneficial than sequencing accord- ing to relative linguistic difficulty.

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