teaching of general english

8/3/2019 Teaching of General English

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STRUCTURAL APPROACHES

Presented byENGLISH DEPARTMENT

Dr. N. G. P College of Education


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STRUCTURAL APPROACH

The structural approach is a new approach to the teaching of English. It

is the result of researches made by experts at the University of London

Institute of Education. It emphasizes structural words and sentence

patterns in teaching of English for structural approach.

Structural approach is helpful in enabling learners to frame their own

sentences. English has to be taught principally as a language of

comprehension rather than as a library language. The students need

working knowledge of English.


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IMPORTANCE OF STRUCTURAL

APPROACH

The structural approach is better describes as a

syllabus of graded structures and controlled

vocabulary, taught through the oral approach.

Structural approach says language is a structure

system.


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THE MEANING OF

STRUCTURAL APPROACHFrench says that when we talk about the structure of

language, we are talking about the kinds of material thatgo to make up a language and the way the materials are

put together arranged and used to build up sentences such

as statements, questions, commands and explanations

from the living language and are the means of expressing,

what we feel, want to do talk about and so forth.


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TYPES OF STRUCTURES

The English language has three important devices for the construction of meaningful

sentences, they are word order, structural words and inflections.

i) WORD ORDER

Structural approach lays emphasis on word order, which is the most important thing

in every

English sentence. The word pattern, says French means a model which many things

of thesame kind and shapes car be made.

The word order in English is fixed. Therefore the models for the different kinds of

English

sentences are fixed also. With the change in this work order, the meaning of the

sentence also

changed.


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Eg. 1. The tiger killed the man,

The man killed the tiger.

2. Fish eatsEat fish

ii). Structural words

Another thing which is very important in structural device is theessential presence of function words or structural words. The structural

words are words which do not have any definite meaning in themselves

but are very helpful in forming sentences of different kinds. These are the

words with the help of which we make sentences.

For example, the auxiliary verbs be, do, may, etc., do not have any

intrinsic meaning. The meaning is also expressed by a class of words that

have no meaning but only grammatical or structural function.


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E.g. 1. The boy killed the snake

2. The boy will kill the snake

3. The boy has killed the snake

4. The boy has to kill the snake5. The boy might killed the snake

In learning a language, it is not enough to know the content words. But

more important than the content words are the structural words, which

help the construction of utterances with content words.

Structural words are:

pronoun: I. me, he, her, some any, etc.

the preposition: in, on, under, at. From, etc.the helping verbs: do, have, be, will, can, may, etc.

structural adjectives: a, the this, that, all, each, etc.

structural adverbs: ago, again also, even, etc.


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iii Inflexions

The third aspect is that the English language has got a number of

inflexions. Inflexions are the changes or differences in the form of wordsto show the particular work they are doing in a sentence.

The small helping words like at, to, in from, give a different meaning and

expression.

A) In verbs : I play, you play, we [play, he playsB) In nouns : One girl, two girls.

C) In adjectives : Quick, quicker, quickest.

D) In adverbs : Quickly.

F.G French calls these three features as the bones of English whichsupport the structure of sentences.


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SELECTION AND GRADING OF STRUCTURES

In teaching structures, the teacher should remember that there are fourstages in the pupils learning of them.

The learner hears the new speech unit from the teacher.

The learner recognizes a speech unit which he has heard before. It is no

longer a series of meaningless sounds.

The learner is able to imitate the sounds, again perhaps without

analyzing individual words.

The learner from memory is able to reproduce the speech unit in an

appropriate situation.


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PRESENTATIONBY

M.Rajasekar., BA., B ED,

Thank you,

teaching of general english

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