State the Advantages and Disadvantages of Structural Approach
Advantages of Structural Approach:
The-advantages of the structural approach can be enumerated in the following points.:
1. Language learning takes place with the help of graded structures which are the bottom line of a language. The students listen to the teacher speaking a sentence pattern, and he is made to practice speaking Thus, he is able to learn it by heart before he attempts to write and read it.
3. The four pillars of language learning-listening, reading, writing and "speaking" are accomplished by this method.
4. It fenables the students to speak English fluently which precedes reading and writing.
5. The structural approach can be applied at all school levels, of course, it has to be well selected and graded for every level.
6. The structural approach emphasises on the practical aspect and habit formation A structure is practised until it is thoroughly learnt.
7. Mastery over the 275 basic structures of the language form the core which helps the students at the end of the school life when their practical life begins.
8. The structures help the students in learning some grammar, word order and use of words in their-practical manifestation. He is freed from the common errors that a student is prone to commit when not taught using this method. "
9. The structural approach stresses everyday English stimulating activity and practice while drawing his interest. Thus, English is learnt in a true playway manner. 10. The structural approach is based on the psychologically sound principles, in that it moves from simple to complex, from easy to difficult; and from concrete to abstract.
Disadvantage of Structural Approach
Despite a number of advantages that the structural approach presently there are a few shortcomings or demerits which have to be overcome These can be enumerated as follows:
1. The structural approach better suits the lower classes than the higher! ones and its applicability ceases or diminishes with the raising of standard of the students.
2. Prof. R.N. Ghosh has pointed out that this approach emphasises oral presentation, teaching of structural items, monolingual presentation mechanical drilling and rigid sequencing of structures resulting in the production of uninteresting reading materials.
He further states that this approach overlooks reading of all types, expansion of vocabulary and exploitation of the pupil' knowledge of the mother tongue, and possibilities of a more flexible structural grading and production of interesting reading materials.
3. The selection and gradation of structures do not help eradicate the problems of English. It only assists the teacher to know what he has taught and what he has to do in the future.
4. The teacher has been kept in complete darkness in case there arises a need for him to teach a new structure; This point should be kept in view that the classroom is a living and lively concept where oft-treaded notions do not always work. Innovation on the part of the teacher is demanded which may be necessary to ward off the boredom,: monotonousness or Indifference of the students.
5. This approach is not suitable for teaching textbooks prescribed in the curriculum. Trivedi and Gandhi say, "This approach requires nicely planned textbooks which should have a regular frequency of the language material used therein. Till such textbooks are produced, the structural approach will have to be at the mercy of deficient tools.
6. This approach is not suitable for teaching prose, poetry, grammar and pronunciation.
7. It tends to Overlook the linguistic habits already formed while learning the mother tongue as well as the surrounding atmosphere, culture and! social and economic standard of the students. It proceeds on the assumption that the structures are the core or spirit of the language. They are of course; but there is an end to it at one or another stage. Monotonous repetition of the structures in the classroom can only make the students yawn with boredom, indifference and disinterest.
8. approach is material-centred, while the modern concept of education emphasises on child-centred education and activities.
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