Every educator is liable of creating an atmosphere in the classroom, which actually helps in the development of the overall teaching-learning procedure and caters to the successful completion of the course curriculum in a defined manner. There are a number of ways to attain that including certain techniques which are known as the situational language teaching methods. These methods can be applied to help the future TEFL/TESOL educators learn about the nuances of teaching, which they can put into use after they start their career as a TEFL/TESOL educator.
Let us have a look at the characteristics of situational language teaching methodology.
- It helps to form the habit of language learning and learning the nuances of English.
- It helps in eradicating the common mistakes that hinder the language learning process.
- Language skills can be learnt in a more effective way.
- The meanings of the various words can be learnt in the context of culture and linguistics.
- It helps in establishing a better foundation for language learning.
From the aforementioned points, it becomes clear that the importance of the situational language teaching methodology is huge in terms of making the learning process proper and less complicated for the learners pursuing a comprehensive course like the TEFL/TESOL course in Hyderabad.
However, like every methodology, this particular teaching technique also has a number of objectives, which have been explained below. As we know, there is no technique/methodology which is formulated without an objective. Similarly, the situational language teaching methodology is also formulated in principle with the following objectives. It:
- Presents English in a structured manner, which helps the future educators gain a practical command over the language. This is a primary objective and should be at the back of the mind of every future TEFLer.
- Helps to increase accuracy in both pronunciation and grammar. The base of the universal language rests upon the correct usage of both pronunciation and grammar, the two main pillars of English. It is important for someone like a TEFL/TESOL educator, who is in charge of delivering the proper knowledge about the language to their students, to gain this accuracy before they start teaching.
- Increases the ability to respond quickly and accurately, which is a must for a TEFL/TESOL educator. In a class, there are students who tend to ask different questions about the subject matter that is being taught. A TEFL/TESOL educator needs to have the aforementioned ability, which enables them to deal with this kind of a problem, should the situation arise.
- Helps the candidates to gain automatic control over basic structures and patterns of sentences. Building the correct sentence is another basic requirement for every learner of a TEFL/TESOL course and this objective should be fulfilled by any methodology that involves the learning of the universal language.
It is not an easy task for the future educator pursuing a TEFL/TESOL course in Hyderabad to gain competence in the teaching methodology unless he/she understands how it can be beneficial for them. Also, the understanding of the objectives is another essential component for the development of the future TEFLers. The situational English language learning methodology helps in developing a sense of accuracy about the usage of English, which is an ardent requirement for the learner of a TEFL/TESOL course.
However, there are certain drawbacks that the learners of a TEFL/TESOL course in Hyderabad might need to be careful about while implementing the situational English language learning methodology in their learning procedure. These disadvantages are:
- The learners, i.e., the future TEFL/TESOL educators, do not have any control over the content of learning, which refrain them from responding to questions and commands in the class. This might prevent them from learning the nuances of English in a proper manner.
- This methodology does not have any relation to the fundamental characteristic of English, namely creativity and uniqueness of different sentences. This might have an adverse effect on the overall teaching-learning procedure, thus hindering the development of the learners and their ability to adapt to a new language.