STRUCTURAL APPROACH

IN TEACHING
LANGUAGE
Jayzel Mariz M. Tangkeko
MAED-English
•Nita is there.
•Is Nita there?
•There Nita is.
•There is Nita.
Structural Approach
The learner masters the pattern of
sentence
It is based on the assumptions that
language can be best learnt through a
scientific selection and grading of the
structures or patterns of sentences and
vocabulary.
According to Menon and Patel the objectives of
the new structural approach are as follows:

to lay the foundation of English by establishing

through drill and repetition about 275 graded
structures.
To enable the children to attain mastery over an
essential vocabulary of about 3000 root words for
active use.
To correlate the teaching
of grammar and composition with the reading
lesson.
To teach the four fundamental skills, namely
understanding, speaking, reading and writing in
the order names.
To lay proper emphasis on the aural- oral
approach, activity methods and the
condemnation of formal grammar for its own
sake
Main features of structural approach
1. Word order - Word order or the pattern of form is very
important in Language
a) Jo broke his toy.
b) The toy broke Jo.
Main features of structural approach
2. The presence of function words
• Function words help in modifying meaning considered the
following sentence -
a) I ate an ice cream.
b) I'm eating an ice cream.
c) I will eat an ice cream.
Main features of structural approach
3. The use of few Inflections
By adding an affix, the base form of the word can be
altered.e.g.:
a) In verbs: I play; he plays; I am playing ; I played
b) In nouns; One boy; two boys; one man
c) In adjective and adverb: Great - Greater - Greatest
Selection of structures
•Usefulness - the structures, which are more
frequent in use should be introduced first

•Productivity - some if the structures are

productive, other structures can be built upon.
for e.g.: we have two sentence pattern- a) Mr.
Roy is here b) Here is Mr.Roy
Selection of structures
•Simplicity - The simplicity of the structure
depends upon the form and the meaning.

•Teach-ability - Items easy from teaching

point of view.
Selection of structures
•Frequency - The structures must be
selected with a high frequency of
occurrence.

•Range - to know, in how many contexts it is

applicable
Selection of structures
•Coverage - A word covering a number of
meanings
For e.g.: Meals
•Learnability - teacher should focus on the items
that are easy for students to learn should be
taken first.
Gradation of Structure
1.Grouping
•a) Phonetic grouping - group according to
sound. for example: cat, rat, mat etc.

•b) Lexical grouping - grouping according

to words used in same situation.
Grouping
c) grammatical grouping - pattern of sentences similar
should be taught together.

d) Semantic grouping - Words having similar meaning

grouped together.

e) Structure Grouping - selecting items that are fit for

each other.
Gradation of Structure
2. Sequencing
a)Grammatical sequencing - it will tell that it
follows which structure.
e.g.: I was watching a movie. I was
watching a movie with my friend.
Sequencing
b) Semantic sequencing - A word having different
meanings
e.g.: The ball is there, under the bed.
There are many balls in the bag.

c) Lexical sequencing - It Tells which word follows

which
e.g.: sit-stand, come-go, high-low
Gradation of Structure
3. Types of patterns of sentences
•a) Two- part patterns like She goes (she / goes)
•b) Three-part patterns
e.g.: He is reading (He / is / reading )
•c) Four-part patterns
e.g.: Geetha went to school
( Geetha/went/to/school)
Types of patterns of sentences
d) Patterns beginning with 'there', 'wh' type question
e.g.: There are five baskets in the rack. What is your
name?

• e) Patterns of Command and Request

e.g.: come here, sit down, stand up etc.

• f) Formal pattern - like Good Morning, Thank You etc.

Gradation of Structure
4. Sentence Patterns
•a)Statement of Fact - mention simple facts
e.g.: Pinky gets up at 6 a.m. She takes bath. she eats her breakfast.
she goes to school. ( subject-verb-object pattern )
Sentence Patterns
• b) Imperative sentence - Question form verb-subject-
object pattern
e.g.: Did Pinky come to school today? has she taken her
breakfast ?

• c) Imperative sentence ( imply compliance) subject

remains hidden.
• e.g.: (Pinky) Come here, Close the door, Bring your book etc.
Gradation of Structure
5. Phrase Patterns
Sentence using phases are called Phrase
pattern.
e.g.: That book is 'on the table'
Thank you 