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Oral approach (situational language teaching)

It was developed from the 1930s to 1960s by British applied linguist Arnold Palmer, Andrew Hornsby. They were familiar with the direct method as well as the work of 19^th century applied linguists but they attempted to develop a scientifically founded approach to teaching English. A member of language scale investigations about language learning and the increased emphasis on reading skills in the 1920s led to the notion of vocabulary control. It was discovered that languages have a core/basic vocabulary of approximately 2000 words that occurred in written texts and it has assumed that mastery of this would greatly aid reading comprehension. Parallel to this was the of notion grammar control emphasizing the sentence patterns most commonly found in spoken conversation.

The principle difference between the oral approach and the direct method was that methods devised under this approach would have theoretical principles during the selection of contextual gradation of the difficulty of exercises and presentation of such a material and exercises.

The main proposed benefit was that such a theoretically based organization of context would result in a less confusing sequence of learning trends with better contextualization of the vocabulary and grammatical patterns presented.

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