Structural approach unit 2

Structural Approach to Language Teaching

Diagram 1: Conceptual Flow of Structural Approach

Language as Habit

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Structures (Patterns)

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Situations

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Oral Practice

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Habit Formation

Structural Approach (Explanation and Elaboration)

A method is a body of classroom techniques, and therefore it may vary from teacher to teacher, place to place, and subject to subject. However, an approach is broader and more rigid in nature. It is based on a fixed theoretical framework and does not permit much variation in its basic structure. Hence, it is correctly called the Structural Approach and not the Structural Method, because the teacher has to follow the prescribed structure systematically and ceremoniously.

In the Structural Approach, the structures of the language—such as sentence patterns, phrases, word order, and grammatical forms—constitute the core content of teaching. These structures are carefully selected, graded, and presented to learners.

According to B. D. Srivastava,

“The structural approach is, in fact, the situational approach to language teaching. It is based upon the assumption that language can best be learnt when its need is felt in a situation.”

Thus, a direct relationship between meaning and structure is established through real or imagined situations, which is essential for effective language learning. Meaning finds its full expression through situations, not through isolated grammar rules.

Why It Is Called the Structural Approach

The approach is called structural because primary emphasis is laid on the mastery of sentence structures rather than on isolated vocabulary items. It focuses on:

• Sentence patterns
• Word order
• Structural words (articles, prepositions, auxiliaries)
• Limited inflections in English

Structural Differences Between Languages

No two languages have the same structural pattern.

Example:

English: I went to the market → S + V + O
Tamil equivalent → S + O + V

Because languages differ structurally, direct translation of structures is avoided, as the same idea is expressed through different grammatical patterns in different languages.

Role of Mother Tongue

The mother tongue is permitted only at the initial stage, mainly to explain situations. However, translation of the target structure is strictly discouraged, because structures differ across languages. Instead, the same situation is presented directly in English using drills and practice.

Learning Through Drills and Habit Formation

Learners are given systematic drills of selected structures until habit formation takes place. Language learning is viewed as habit formation through repeated use, especially through listening and speaking.

According to E. V. Gatenby:

“First follow nature is a good piece of advice for the language teacher.”

Just as children learn their mother tongue naturally by listening and speaking first, the Structural Approach follows the natural order of language learning.

Aims and Objectives of the Structural Approach

(According to Menon and Patel)

• To lay a strong foundation of English through about 275 graded structures
• To enable mastery of around 3000 root words for active use
• To correlate grammar and composition with reading lessons
• To develop the four basic skills—Listening, Speaking, Reading, and Writing (LSRW)
• To emphasize the aural-oral approach, active methods, and rejection of formal grammar taught for its own sake

Principles of the Structural Approach

1. Importance of Speech

Language exists primarily for communication. Speaking is more fundamental than writing because even illiterates can speak. Hence, oral work precedes written work.

2. Formation of Language Habits

Language is a habit. Habit formation takes place through constant listening, repetition, and pattern drills.

3. Pupil’s Activity

The learner plays an active role. Students speak, respond, and practice structures, while the teacher acts as a guide and organizer.

4. Mastery of Structures

More importance is given to structures than vocabulary. A single structure is practiced through all four skills before moving to another.

5. Meaningful Situations

To avoid monotony, teachers create meaningful situations using:

• Facial expressions
• Gestures
• Dramatization
• Classroom objects

A resourceful teacher can easily create such situations.

6. Teaching One Item at a Time

Only one structure is taught at a time using familiar vocabulary. New structures are introduced only after mastery of the previous one.

Principles for the Selection of Structures

1. Usefulness

Structures should relate to real-life situations commonly faced by learners.

2. Productivity

Structures that allow the formation of many sentences are preferred.

Example:

She has to go → highly productive
Heat the iron → limited productivity

3. Simplicity

Structures should be simple in form and meaning.

Example:

They are playing (simple)
No sooner did the rain stop than… (complex)

4. Teachability

Structures that can be easily demonstrated and practiced should be selected first.

Concluding Note (Exam-Friendly)

The Structural Approach emphasizes systematic teaching of language patterns through meaningful situations, habit formation, and learner participation. It strengthens accuracy, fluency, and correctness, making it especially suitable for second-language learning in school contexts.

Merits (Advantages) of the Structural Approach

Development of Speech Habits

The Structural Approach promotes speech habits through systematic and repeated oral drills based on different sentence structures. This helps learners internalize language patterns naturally.

Correct Pronunciation

Continuous oral practice ensures that students acquire accurate pronunciation, stress, and intonation, which is essential for effective communication.

High Learner Motivation

When teachers creatively design meaningful classroom situations, the approach becomes highly motivating and keeps learners actively engaged in learning.

Permanent Learning Through Habit Formation

Since learning takes place through repetition and practice, structures are firmly and permanently grasped by learners.

Suitability for Objective-Based Teaching

The Structural Approach is particularly effective for objective-based teaching of a foreign language, where specific linguistic outcomes are predetermined.

Systematic Selection and Gradation of Content

This approach allows for proper selection, sequencing, and gradation of structures from simple to complex, ensuring logical progression in learning.

Active Classroom Environment

The class remains lively and participatory, as all learners are encouraged to listen, speak, and respond during drills and activities.

Functional Use of Language

The free and interactive classroom atmosphere facilitates the functional use of language, enabling learners to use English in real-life contexts.

Proven Effectiveness of Structural Syllabus

The widespread adoption of the structural syllabus across the country stands as evidence of the effectiveness of this approach in language teaching.

Immediate Error Correction

Since emphasis is laid on oral practice, teachers can correct learners’ errors instantly, preventing the formation of incorrect language habits.

Limitations (Demerits) of the Structural Approach

Limited Suitability for Higher Classes

The approach is most effective at the primary and lower secondary levels. At higher levels, excessive repetition of structures often leads to monotony and boredom.

Restricted Range of Practice

Only a limited number of structures can be practiced, as it is not always possible to create suitable real or artificial situations for every structure.

Inadequate for Creative Language Skills

The Structural Approach is not suitable for teaching poetry, précis writing, descriptive writing, or narrative composition, which require creativity and imagination.

Incomplete Grammar Learning

Learners do not gain comprehensive knowledge of grammar, as the approach focuses mainly on its functional aspect, ignoring theoretical explanations.

Time-Consuming Nature

Repeated drills and practice make the approach time-consuming, making it difficult to complete the syllabus within the allotted time.

Difficulty in Overcrowded Classrooms

Effective implementation becomes challenging in large and overcrowded classes, where individual oral practice and correction are difficult.