mmatical content was chosen), gradation (principles by which the organization and sequencing of content were determined), and presentation (techniques used for presentation and practice of items in a course),” (Richards, et.al. 33). Language is approached under the principles of structuralism in this method and its theory of learning is based on habit-learning theory. The main goal of situational language teaching is similar to others in that it hopes to teach a useful command of the four basic skills of language, but it approaches the skills through structure. Taking a situation approach the method argues that “almost all the vocabulary and structure taught in the first four or five years and even later can be placed in situations in which the meaning is quite clear,” (Richards, et.al. 38).
The audiolingual method of language instruction evolved from the military’s need for a special method of language instruction during World War II. The audiolingual approach that was developed from these origins at the
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