Fact-checked by Grok 2 weeks ago

Structural approach

The structural approach is a language teaching methodology that emphasizes the systematic presentation and mastery of grammatical structures and sentence patterns, viewing language as a habit to be formed through repetition and practice.^[1] Rooted in structural linguistics of the early 20th century, particularly the work of Ferdinand de Saussure and Leonard Bloomfield, it shifted focus from traditional grammar-translation methods to inductive learning of language forms via oral drills and graded progression from simple to complex structures.^[2] This approach prioritizes speech and listening skills, aiming to build automaticity in using the target language before advancing to reading and writing. Key principles include the importance of student-centered activity, habit formation through meaningful practice, and contrastive analysis between the learner's native language and the target language to address interferences.^[3] Objectives encompass developing proficiency in the four language skills—listening, speaking, reading, and writing—while expanding vocabulary to around 3,000 root words and correlating grammar with practical composition.^[1] Popular in the mid-20th century, especially in the United States and India, it influenced audio-lingual methods but faced criticism for overemphasizing mechanical drills and neglecting communicative competence. Despite its decline with the rise of communicative language teaching in the 1970s, elements of the structural approach remain in modern syllabus design and phonology-focused instruction.^[2]

Historical Background

Origins in Linguistics

The structural approach in language pedagogy draws its foundational principles from structural linguistics, which emerged as a scientific paradigm in the early 20th century. A pivotal influence was Ferdinand de Saussure's distinction between langue—the systematic, social structure of language as an abstract network of signs—and parole—the concrete, individual instances of language use. This binary, outlined in Saussure's Course in General Linguistics (1916), positioned language as a self-contained system where meaning arises from relational differences among elements, rather than from external references or historical evolution, laying the groundwork for analyzing language structures descriptively to inform pedagogical methods.^[4]^[5] American structuralists, particularly Leonard Bloomfield, extended Saussure's ideas into a rigorous, empirical framework that directly shaped language teaching. In his influential Language (1933), Bloomfield emphasized descriptive grammar, advocating the objective observation and classification of phonetic, morphological, and syntactic patterns without prescriptive judgments, viewing language as a corpus of observable habits formed through social interaction.^[6] This approach rejected mentalistic explanations, instead promoting habit formation via repetition and imitation, which influenced early pedagogical techniques focused on pattern drills to build automatic responses in learners.^[7] The early 20th-century shift from classical linguistics—centered on prescriptive rules and historical comparisons—to a scientific, descriptive study of language was bolstered by behaviorist psychology, which framed language as stimulus-response patterns conditioned through environmental reinforcement.^[7] Bloomfield integrated these behaviorist tenets, drawing from figures like John B. Watson and Ivan Pavlov, to treat linguistic competence as acquired habits rather than innate or rule-based cognition, prioritizing empirical data collection over speculative theory.^[5]

Evolution in Language Teaching

The structural approach emerged in language teaching during the 1930s and 1940s, particularly through the United States Army Specialized Training Program (ASTP), which was established in April 1943 to train soldiers in foreign languages for wartime needs.^[8] This program involved intensive immersion at over 50 universities, emphasizing oral proficiency through structural drills, mimicry, and memorization of sentence patterns derived from descriptive linguistics, rather than traditional grammar rules or translation.^[8] By the end of 1943, it had enrolled 15,000 participants across 27 languages, focusing on practical speaking skills to enable rapid communication in military contexts.^[8] A pivotal figure in adapting these principles to formal pedagogy was Charles C. Fries, who founded and directed the English Language Institute at the University of Michigan in 1941.^[9] Fries, drawing on structural linguistics, advocated for pattern practice—repetitive oral drills on grammatical structures—as the core method for building language habits, explicitly rejecting translation and rote memorization of isolated vocabulary in favor of contextualized sentence patterns.^[9] Under his leadership, the institute developed materials that prioritized the scientific analysis of language forms, influencing early ESL curricula and establishing the structural approach as a systematic alternative to classical methods.^[9] Following World War II, the structural approach directly evolved into the audio-lingual method in the late 1940s and 1950s, incorporating behaviorist psychology to reinforce the ASTP's military-inspired focus on habit formation through drills.^[10] This integration addressed postwar demands for efficient language training, with the audio-lingual method extending structural pattern practice to emphasize listening and speaking as foundational skills before reading or writing.^[10] The 1940s marked a key period of expansion for the structural approach in English as a second language (ESL) programs, driven by increased immigration and international needs, with the English Language Institute serving as a model for intensive courses.^[11] Fries formalized these developments in his seminal 1945 textbook, Teaching and Learning English as a Foreign Language, which outlined principles of contrastive analysis between native and target languages and provided the first structured ESL materials based on oral-aural drills.^[12]

Core Concepts

Definition

The structural approach to language teaching, also known as the Oral Approach or Situational Language Teaching, is a method that prioritizes the mastery of grammatical structures, or sentence patterns, through systematic imitation, repetition, and drills, conceptualizing language learning as the formation of habits rather than an innate cognitive process.^[13] Developed in the early 20th century by applied linguists such as Harold E. Palmer and influenced by structural linguistics, this approach views language as a system of interrelated elements where oral proficiency in structural patterns serves as the foundation for overall competence.^[13] It emphasizes speaking and listening skills from the outset, using a structural syllabus that sequences patterns for gradual acquisition. In contrast to the grammar-translation method, which relies on memorization of vocabulary lists and explicit rules for reading and writing literary texts often through translation, the structural approach shifts focus to spoken structures and practical oral production without initial reliance on written forms or deductive grammar explanations.^[13] This method rejects the heavy emphasis on translation and isolated word study, instead promoting direct engagement with target language patterns in controlled contexts to build fluency and accuracy.^[13] A central tenet of the structural approach is language learning as an inductive process of pattern recognition, where learners internalize rules by encountering and practicing simple forms before progressing to more complex ones, often with minimal upfront attention to semantic meaning.^[13] Structures are introduced via concrete situations, such as using objects or visuals to contextualize patterns, allowing learners to mimic and manipulate them through substitution drills, thereby fostering automaticity without explicit rule presentation at the start.^[13] Within this framework, a "structure" is specifically defined as the fixed word order and function words—such as articles, prepositions, and auxiliary verbs—that form the skeletal framework of sentences, enabling predictable communication patterns essential for habituated use.^[13] For instance, patterns like subject-verb-object sequences (e.g., "I see the dog") highlight how these elements create the core architecture of the language, distinguishing the approach's focus on form from meaning-centered paradigms.^[13]

Objectives

The primary objective of the structural approach is to develop automaticity in learners' production of correct structural patterns, enabling fluent oral communication without conscious effort. This involves internalizing the sound system, basic sentence and phrase patterns, and intonation of the target language through repetitive practice, as articulated by early proponents who viewed language acquisition as the formation of automatic habits rather than rote memorization of rules.^[14] By focusing on pattern practice, the approach ensures that learners can respond accurately and rapidly in speech situations, laying a foundation for effective communication. Secondary goals emphasize building listening and speaking skills via habit formation, with an initial priority on minimizing errors in syntax before delving into semantics or meaning-making. Listening comprehension serves as the entry point, followed by speaking drills that reinforce structural accuracy, drawing from behaviorist principles that treat language learning as conditioned responses to stimuli. This sequenced emphasis allows learners to perceive and reproduce language patterns—such as word order and inflections—inductively, reducing interference from the mother tongue and fostering precise oral proficiency.^[14] A key educational aim is to enable learners to manage everyday conversations by internalizing a limited number of basic structures (typically around 200-300 graded patterns), graded by frequency and utility, supplemented by a functional vocabulary of approximately 1,500-2,000 common words sufficient for practical discourse.^[14]^[15] This targeted mastery supports independent use of the language in routine contexts, aligning with the approach's roots in structural linguistics.^[12] Uniquely, the structural approach prioritizes accuracy and speed in structure utilization over creative expression or cultural nuances, viewing fluency as the automatic application of forms rather than interpretive freedom. This focus stems from the belief that solid syntactic habits must precede broader communicative or idiomatic competence, ensuring error-free production as the bedrock of proficiency.

Principles and Features

Key Principles

The structural approach to language teaching is grounded in behaviorist principles, viewing language acquisition as the formation of habits through repeated practice and reinforcement. Central to this methodology is the principle of habit formation, which posits that effective language learning occurs via conditioning responses through oral drills and mimicry, replacing native language interference with target language patterns. As articulated by key proponents, "Language learning is habit formation," emphasizing repetitive exposure to build automaticity in speech production. This draws directly from behaviorist theories, such as those of B.F. Skinner, where overlearning via drills conditions learners to respond correctly without conscious thought.^[16] Another foundational principle is inductive learning, where grammatical structures are introduced through contextual examples and situational dialogues before any explicit rule explanation, allowing learners to infer patterns naturally. This contrasts with deductive methods by prioritizing pattern recognition over rote memorization of rules, fostering generalization from specific instances to broader usage. Richards and Rodgers note that "grammar is taught inductively," with students deriving rules from repeated exposure in meaningful contexts, such as everyday scenarios, to enhance retention and application.^[16] The approach also emphasizes oral priority, asserting that spoken language must precede reading and writing to mirror natural acquisition processes. Structures are first presented aurally and practiced orally through dialogues and drills, delaying literacy skills until auditory comprehension and production are solid. This principle underscores that "oral work precedes written work," ensuring learners master pronunciation, intonation, and fluency before visual reinforcement.^[16] Finally, the principle of economy of effort guides syllabus design by limiting vocabulary and focusing on a core set of reusable structures, using familiar words to illustrate new patterns via techniques like substitution drills. This minimizes cognitive load while maximizing efficiency, as "a small number of structures are used repeatedly" in varied situations to build proficiency without overwhelming learners. Such selectivity ensures targeted practice, drawing from controlled vocabularies of around 2,000-3,000 words tied to essential grammatical items.^[16]

Main Features

The structural approach in language teaching is characterized by its emphasis on repetitive practice to instill grammatical patterns as automatic habits, distinguishing it from more communicative methodologies. Central to this method is the use of pattern practice drills, where students engage in structured repetition to master sentence forms without initial focus on meaning. These drills typically involve dialogues and substitution exercises, such as transforming "I see the dog" into "He sees the cat" by replacing subjects and objects while maintaining the core structure, thereby reinforcing syntactic rules through imitation.^[1]^[3] Classroom dynamics in the structural approach are predominantly teacher-centered, with the instructor serving as the primary model for correct usage. The teacher introduces and demonstrates structures orally, prompting students to imitate precisely without deviation or creative alteration, which ensures uniformity in habit formation. This modeling extends to group and individual repetitions, where student responses are closely monitored and corrected to prevent errors from becoming ingrained. Such practices align with the approach's foundational principle of habit formation through controlled repetition.^[1]^[17] To sharpen perceptual distinctions, the method incorporates minimal pairs exercises that highlight subtle structural and phonological contrasts. For instance, students practice pairs like "This is a book" versus "These are books" to differentiate singular/plural forms and associated pronunciation shifts, aiding in the recognition of key grammatical markers. This technique underscores the approach's attention to form over function in early stages.^[17] Phonology is integrated seamlessly into structure teaching to promote accurate articulation from the outset, minimizing the risk of fossilized errors. Structures are presented with explicit pronunciation guidance, often allocating significant class time—up to two-thirds—to aural-oral drills that combine grammatical patterns with phonetic accuracy, such as enunciating verb inflections like "I play" and "He plays" in sequence. This holistic focus on sound and syntax ensures that linguistic competence develops through interconnected skills rather than isolated components.^[3]^[17]

Structural Selection and Organization

Criteria for Structure Selection

The selection of grammatical structures in the structural approach to language teaching is a deliberate process aimed at building foundational proficiency through empirically grounded choices. This involves evaluating structures based on their potential to support efficient learning and practical application, drawing from principles established in structural linguistics. Central to this is the use of a lexico-grammatical syllabus that prioritizes patterns essential for oral communication, as outlined in foundational works on the approach. One primary criterion is frequency and utility, where structures are selected according to their prevalence in authentic language use, often determined through corpus analysis of spoken and written texts. For instance, high-frequency items like the present simple tense are favored over less common ones such as hypothetical conditionals, as they enable learners to engage in immediate, productive discourse. Charles Fries, a pioneer in applying corpus-based methods to pedagogy, emphasized this by analyzing samples of English to identify patterns that maximize communicative utility for foreign learners, ensuring the curriculum reflects real-world language demands rather than arbitrary inclusions.^[12] Another key factor is simplicity to complexity, which assesses structures based on their inherent dependency and teachability. Basic syntactic forms, such as subject-verb-object arrangements (e.g., "I see the book"), are chosen before dependent or inverted constructions like passives ("The book is seen by me"), to allow learners to master core elements without interference from advanced features. This criterion aligns with the approach's emphasis on controlled practice, where simpler structures serve as building blocks, reducing cognitive overload and promoting habit formation through repetition. Functional relevance guides selection by focusing on structures that address learners' immediate communicative needs, such as those required for basic interactions like greetings ("Hello, how are you?") or simple descriptions ("This is a red apple"). By prioritizing patterns that facilitate early functionality in real-life scenarios, the approach ensures that teaching aligns with practical oral skills, rather than theoretical grammar, thereby enhancing motivation and retention.

Gradation of Structures

The gradation of structures in the structural approach involves a systematic ordering of grammatical patterns from simpler forms to more complex ones, ensuring learners build proficiency incrementally without overwhelming cognitive load. This process prioritizes frequency, simplicity, and teachability in sequencing, allowing students to internalize patterns through repetition before advancing. According to educational analyses, structures are typically graded into categories such as identifying objects and persons, locating them in space, and fixing them in time, facilitating a logical progression that aligns with natural language acquisition stages.^[18] Hierarchical progression forms the core of this gradation, beginning with basic declarative sentences in subject-verb-object (SVO) patterns, such as "She ate," and advancing to interrogatives (e.g., "Did she eat?"), negatives (e.g., "She did not eat?"), and eventually complex clauses that combine multiple elements. This sequence ensures foundational mastery before introducing variations, as emphasized by Menon and Patel, who advocate for starting with concrete, two-part patterns in early stages and progressing to four-part constructions like "She gave me an apple."^[19] The approach draws on selection criteria from prior planning to determine this order, focusing on structures most useful for communication.^[18] A spiral curriculum reinforces this gradation by reintroducing previously learned structures at higher levels, integrating new vocabulary or contexts to deepen understanding and promote habit formation. For instance, a basic structure like "I am" may evolve into "I am going to the market," layering future intent onto the present form while reviewing the core pattern through drills. This cyclical reinforcement, involving repetition across lessons, helps learners achieve automaticity over approximately 275 graded structures.^[19]^[18] In lesson planning, each unit is designed to build cumulatively on prior ones, with a focus on reviewing established material while gradually introducing new structures, which supports retention and gradual expansion of skills. This balanced structure often follows a five-step process: presenting the pattern in a situational context, conducting oral drills, applying it to a new situation, drilling the variation, and integrating overall practice.^[20]^[18] Assessment integration ensures effective gradation by incorporating mastery tests that verify proficiency in structures before progression, focusing on accurate recall and application through drills and comprehension checks. These tests, aligned with the goal of internalizing around 3,000 root words alongside structures, prevent gaps in foundational knowledge and guide instructional adjustments.^[19]^[18]

Role of Language

Importance in Modern Contexts

In the era of globalization, the structural approach remains essential for developing basic proficiency in English for international business and travel, where its emphasis on syntactic accuracy helps prevent costly misunderstandings in cross-cultural interactions. For instance, linguistic errors in syntax can alter intended meanings in contracts or negotiations, leading to financial losses or strained partnerships. This approach's focus on building foundational language structures equips learners with the precision needed to navigate global commerce effectively. With over 1.5 billion English speakers worldwide as of 2025, many of whom are non-native learners seeking practical skills amid the post-2000s surge in ESL demand driven by economic interconnectedness, structure-focused methods provide a reliable pathway to functional communication.^[21]^[22]^[23]^[24] The structural approach has adapted well to the digital era, supporting AI-powered language tools and apps that prioritize pattern recognition through repetitive drills and exercises. Platforms like Duolingo incorporate structural elements by exposing users to grammatical patterns via analogy and contrast in interactive lessons, fostering habit formation without overwhelming beginners. This alignment enhances the scalability of language learning in online environments, where automated feedback on syntactic structures accelerates proficiency for remote users worldwide. By emphasizing recognizable language patterns, the approach complements modern edtech innovations, making it a cornerstone for accessible, self-paced education.^[25]^[22] In multilingual societies, the structural approach aids immigrants by enabling quick acquisition of functional grammar, which is crucial for social and economic integration. Its systematic presentation of sentence structures allows learners to produce clear, context-appropriate language for everyday tasks like job applications or community interactions, reducing isolation and promoting inclusion. Functional grammar instruction, as highlighted in approaches for English language learners, bridges the gap between basic literacy and real-world application, helping newcomers adapt faster to host societies. This targeted focus on core structures ensures immigrants can communicate effectively in diverse settings, supporting broader societal cohesion.^[26]^[22]

Maximizing Use of Target Language

In the structural approach to language teaching, the immersion principle is central, advocating for 90-100% use of the target language during classroom instruction to foster natural acquisition and habit formation, while strictly banning the native language for explanations or translations. This exclusive focus on the target language ensures learners are constantly exposed to authentic linguistic input, mimicking real-world immersion environments and prioritizing spoken proficiency over rote memorization of rules. By eliminating reliance on the learners' first language, instructors create an environment where meaning is derived solely from contextual cues in the target language, aligning with the approach's emphasis on structural patterns and oral skills. To convey meaning without translation, teachers employ visual and gestural aids, such as pictures, concrete objects (realia), actions, and demonstrations, which illustrate vocabulary and structures in context and reduce cognitive overload for beginners. These non-verbal supports allow learners to infer meanings intuitively, reinforcing the structural approach's goal of building sentence patterns through associative learning rather than explicit grammar instruction. For instance, a teacher might use a series of images and gestures to introduce basic verbs and nouns, enabling students to grasp relationships without native language interference. This technique not only maximizes target language exposure but also engages multiple senses, enhancing retention of structural elements. Student interaction is promoted through activities like pair work and choral repetition conducted entirely in the target language, which build confidence and automate structural usage via repetitive practice. In pair work, learners collaborate on substitution drills or simple dialogues, applying newly introduced patterns in controlled exchanges, while choral repetition involves the whole class echoing phrases to solidify pronunciation and fluency. These methods encourage active participation without fear of individual errors derailing the process, as the group dynamic supports collective reinforcement. Such interactions align with the approach's oral orientation, transforming passive listening into dynamic production. A key challenge in this maximization strategy is the initial frustration learners may experience from delayed comprehension, as the absence of immediate translations forces reliance on contextual clues and repetition, potentially leading to temporary confusion or anxiety. However, this difficulty is mitigated by the gradual scaffolding of structures and the use of supportive visuals, which provide incremental successes and prevent bad habits from forming. Over time, as familiarity with patterns grows, this immersion fosters deeper internalization, outweighing early hurdles and promoting long-term communicative competence.

Applications and Limitations

Practical Implementation

In classroom settings, the structural approach employs a structured lesson format to build language proficiency through systematic progression. Lessons typically begin with a warm-up review of prior structures to consolidate learning and activate prior knowledge. This is followed by the presentation of a new structure, introduced in a meaningful situational context, such as a dialogue depicting everyday scenarios like shopping or traveling, to illustrate its form and function.^[16] Controlled practice then ensues, involving repetitive drills—such as choral repetition, substitution exercises, and pattern practice—to reinforce accuracy in pronunciation, grammar, and vocabulary usage without initial emphasis on meaning. Finally, limited free use transitions students to guided production activities, where they apply the structure in semi-communicative tasks, like role-plays or personalized questions, to encourage emerging fluency while maintaining structural fidelity. This presentation-practice-production (PPP) sequence ensures gradual habit formation, with oral skills prioritized before reading and writing integration.^[16] Supporting materials emphasize accessibility and reinforcement of patterns. Audio recordings of dialogues and drills facilitate aural-oral practice, allowing students to mimic native-like intonation and rhythm in language labs or classrooms. Flashcards and visual aids, such as pictures or realia, aid in presenting vocabulary and structures visually, enabling quick substitution drills for pattern mastery. Textbooks like the Patterns of English series by Paul Roberts provide graded sequences of sentence patterns, focusing on core grammatical structures and limited vocabulary to avoid overload.^[16]^[14] Teacher training underscores the instructor's role as a model of precise language use, requiring proficiency in phonetics and the ability to demonstrate structures clearly through choral leading and individual prompting. Error correction prioritizes immediate repetition of the correct form during drills to instill habits, with minimal disruption to fluency; teachers reformulate errors subtly, such as by echoing the accurate version, rather than explicit explanation, to prevent fossilization of mistakes. Professional development often involves workshops on drill techniques and situational scripting to ensure consistent implementation.^[16]^[17] Adaptations tailor the approach to learner demographics and program constraints. For adults in intensive settings, such as immigrant training, courses span 6-12 weeks (approximately 159 instructional hours), concentrating on practical structures for workplace or daily communication through accelerated drills. In contrast, programs for children extend over longer periods, incorporating play-based situations and extended repetition to accommodate developmental stages and foster engagement with basic patterns. These variations align with gradation principles, selecting simpler structures for shorter adult formats while allowing deeper reinforcement in child curricula.^[16]^[17]

Criticisms and Comparisons

One major criticism of the structural approach is its overemphasis on grammatical form and mechanical drills, which neglects the development of meaning, creativity, and real-world communicative fluency.^[27] This focus on habit formation through repetition often results in learners who can reproduce patterns accurately but struggle to apply language spontaneously in authentic contexts, leading to superficial proficiency.^[27] Furthermore, the approach's behaviorist basis, rooted in stimulus-response reinforcement, has been widely regarded as outdated since the cognitive revolution of the 1970s, as evidenced by Noam Chomsky's 1959 critique of B.F. Skinner's Verbal Behavior, which highlighted the inadequacy of behaviorism in explaining innate language acquisition processes.^[28]^[27] In comparisons with other methods, the structural approach contrasts sharply with the communicative language teaching (CLT) paradigm, which prioritizes interaction, negotiation of meaning, and learner-centered activities over rote drills and form-focused accuracy.^[29] While the structural method sequences lessons by grammatical structures to build foundational habits, CLT integrates form within meaningful discourse to foster fluency and social competence.^[29] Similarly, task-based language teaching (TBLT) emphasizes completing real-world tasks that prioritize semantic content and pragmatic use, often emerging naturally from learner needs, in opposition to the structural approach's rigid syllabus of isolated patterns and its secondary role for accuracy.^[30] These alternatives highlight the structural method's limitations in promoting interactive and context-driven learning. Despite these drawbacks, the structural approach offers advantages for beginners and low-motivation learners by providing a systematic, predictable framework that builds confidence through clear progression in basic grammar, vocabulary, and pronunciation.^[17] It excels in early stages where explicit rule presentation and repetition help establish core linguistic foundations without overwhelming novices.^[17] However, its effectiveness diminishes for advanced proficiency, where it fails to cultivate the nuanced, creative expression required for complex interactions.^[27] To address these limitations, modern adaptations since the 1980s have incorporated hybrid integrations with CLT, blending structural elements for accuracy with communicative tasks for fluency and relevance.^[31] These hybrids, often termed "weak" versions of CLT, maintain some form-focused instruction while emphasizing practical use, thereby enhancing overall learner outcomes in diverse contexts.^[29]

References

[1]
http://fcc-educ375a.weebly.com/uploads/2/3/6/3/23636704/the_structural_approach_to_the_teaching_of_english.pdf
[2]
[PDF] Analysis of Language Structure and Its Implications in Modern ...
Jan 5, 2024 · Principles of Structural Linguistics is a concept used to analyze language. These principles emphasize the structure of language and how ...
[3]
The Influence of Bloomfield's Linguistics on Skinner - PMC
He formulated theoretical and methodological principles based on structural linguistics for the teaching of foreign languages (Bloomfield, 1942, 1945/1970) and ...
[4]
[PDF] A logical Reconstruction of Leonard Bloomfield's Linguistic Theory
Nov 5, 2012 · Abstract. In this work we present a logical reconstruction of Leonard Bloom- field's theory of structural linguistics.
[5]
[PDF] Structural linguistics
The concepts o. f a structural approach to the description of language, first formulated as a th eory based on phonologicalmaterial, were developed by N. S. ...
[6]
Ferdinand de Saussure | Research Starters - EBSCO
His focus on the systematic structure of language is the fundamental principle of structuralism in linguistics, anthropology, and literary criticism, and he ...
[7]
Leonard Bloomfield - Université Nice Sophia Antipolis
Leonard Bloomfield founded American structuralism, based on structural linguistics developed by Saussure. Bloomfield is known for applying the principles of ...
[8]
[PDF] Course in general linguistics
made available to us by Mme. de Saussure, a faithful or at least an adequate outline of his inspiring lectures. At first we thought.
[9]
[PDF] Structural Linguistics and its Implication to Language Teaching
Aug 2, 2014 · Language expert who follow structural flow, among others: Ferdinand de Saussure, Leonard. Bloomfield, Zelling Harris, Ch. C. Fries, Eduard Sapir ...
[10]
Language - Leonard Bloomfield - Google Books
Through twelve detailed chapters, Bloomfield explores topics such as the sounds of language, the structure of words, and the organization of sentences.
[11]
The Place of Foreign Language Study in the - Post - jstor
A dynamic, functioning foreign language program must produce operating skills and appreciations in a postwar democratic system of education. B EFORE the attack ...
[12]
[PDF] Linguistics and Language Teaching in the United States, 1940-1960 ...
This document describes the history of linguistics in language teaching from 1940-1960, including the US Army's program and the status of foreign language ...
[13]
https://tesol1udenar.files.wordpress.com/2019/04/slt-and-alm.pdf
[14]
https://ia801403.us.archive.org/13/items/in.ernet.dli.2015.121860/2015.121860.The-Structural-Approach-To-The-Teaching-Of-English_text.pdf
[15]
https://www.westegg.com/basic/
[16]
Teaching and Learning English as a Foreign Language., 1945 - ERIC
This volume sets forth in a nontechnical manner the linguistic approach employed in writing instructional materials used in English-as-a-second-language ...
[17]
[PDF] the oral approach and situational language teaching - WordPress.com
The Oral Approach and Situational Language. Teaching relied on the structural view of language. Both speech and structure were seen to be the basis of language ...
[18]
[PDF] The Structural Approach To The Teaching Of English
Pari One deals with the problem of defining the objectives of teaching English in concrete and specific terms, because with- out clarity of objectives no ...
[19]
[PDF] Approaches and Methods in Language Teaching
A series covering central issues in language teaching and learning, by authors who have expert knowledge in their field. In this series: Affect in Language ...
[20]
[PDF] The Structural Approach to the Teaching of English
The structural approach to the teaching of English is technique by which students are taught to master the pattern of sentences.
[21]
[PDF] Structural Approach
The structural approach to. English is teaching the learner certain selected structures in a certain order. The different arrangement or patterns of words are ...
[22]
[PDF] Language-Teaching Methodologies-2 Structural-Situation Approach ...
Introduction of Structural Approach: Structure approach is a new technique of teaching English. It is based on the principle that a student.
[23]
[PDF] Methods and Approaches to English Language Teaching
Structural approach means the arrangement of words in such a way as to form a suitable pattern of sentence.. Structural approach is based on the belief that in.
[24]
[PDF] STRUCTURAL APPROACH - SD College - Barnala
OBJECTIVES OF THE COMMUNICATIVE LANGUAGE TEACHING. • Development of 'Communicative Competence' among the learners is the main objective of the CLT, according ...
[25]
(DOC) Approaches of teaching language - Academia.edu
F.D. French has defined a sentence pattern in these words: Gradation of Structure Structures are to be graded in the order of difficulty. Simple structures ...
[26]
Navigating Linguistic Nuances: The Importance of Grammar and ...
Jun 18, 2024 · Linguistic errors can have tangible negative impacts on business relationships. They can lead to: Misunderstandings: Simple mistakes can change ...
[27]
(PDF) Historical Overview of Approaches and Methods in Teaching ...
May 11, 2025 · This paper aims to provide a comprehensive examination of the diverse approaches and methodologies employed in the instruction of English as a second language ...
[28]
https://chomsky.info/1967____/
[29]
[PDF] THE ENGLISH EFFECT | British Council
The UK's ELT industry has grown by. 34 per cent since 2000 and is currently worth over £2 billion annually to the UK economy. This figure is expected to rise to ...
[30]
[PDF] The Duolingo Method for App-based Teaching and Learning
Jan 11, 2023 · In the Language app, for instance, we use analogy and contrast across exercises to expose learners to examples of given patterns. For example, ...
[31]
[PDF] Integrating Language and Content Learning for ELLs
Sep 12, 2024 · ... functional grammar can aid ELLs in both content area learning and English language development. Providing Resources for Instruction. In ...
[32]
[PDF] An Analysis of Language Teaching Approaches and Methods - ERIC
This paper tries to analyze their effectiveness and weakness of several most influential teaching approaches and methods: Grammar-translation Method, Direct ...
[33]
Review of B. F. Skinner's Verbal Behavior - Chomsky.info
Skinner does make it very clear that in his view reinforcement is a necessary condition for language learning and for the continued availability of linguistic ...
[34]
Communicative language teaching: Structure-Based or Dynamic ...
Most foreign language classrooms in the world still favor weak versions with structure-based (SB) views on language (Lightbown & Spada, 2013), and practice in ...
[35]
[PDF] Structure-based vs. Task-based Syllabus - Academy Publication
Task-based approaches to syllabus design and second language teaching, which focuses on the ability to perform a task or activity, and not on explicit teaching ...
[36]
(PDF) Exploring Hybrid Approach in Language Teaching Methods
Mar 19, 2025 · This study aims to provide a balanced framework by the mixture of grammatical accuracy with communicative fluency and contextual understanding.