THEORY OF LANGUAGE

Theory of language

Before this situational approach to language teaching, instructors had no a clear sequence of what they were doing. They were just teaching words and patterns randomly. On the other hand, under this new method the vocabulary and grammar taught were related to a single aspect, clearly identified and valued by the learner, because "language was viewed as purposeful activity related to goals and situations in the real world" (Richards, 1999). Language needs to be contextualized so learners know what they are doing and what they are doing it for.

This approach supposed that language learning was habit formation. Palmer (1957, cited by Richards, 1999) summarized the process in three stages: first, receive the input. Second, repeat it until it sticks in the brain. Third, use it automatically. Besides, this process had to occur thoroughly in the target language, no translations or explanations allowed. Every word and sentence had to be repeated until the student inductively assimilated the meanings because if the instructor interferes during this mental process as Billows said, quoted by Richards, "we weaken the impression which the word makes on the mind"(1961, cited in Richards 1999).