Match the following correctly:
A. Communicative approach, i. gradation of structure,
B. Structural approach, ii. language item and real situation,
C. Situational approach, iii. C. J. Dodson,
D. Bilingual method. iv. less stress on grammar.

Question

Match the following correctly: 
A. Communicative approach,                        i. gradation of structure,
B. Structural approach,                                 ii. language item and real situation,   
C. Situational approach,                               iii. C. J. Dodson, 
D. Bilingual method.                                     iv. less stress on grammar.

Accepted Answer

The correct option is 3:
$$Detailed explanation of why it is correct — include conceptual, or contextual depth.$$

The correct option is 3 (A-iv, B-i, C-ii, D-iii). This option provides the accurate match between the teaching approach/method and its primary characteristic or proponent.  * **A. Communicative approach** matches with **iv. less stress on grammar**. The Communicative Language Teaching (CLT) approach is fundamentally focused on enabling learners to communicate effectively and appropriately in real-life situations. The primary goal shifts from grammatical accuracy (form) to fluency and functional use of language (meaning). Therefore, compared to traditional methods like the Grammar-Translation Method, CLT naturally places less stress on the explicit, rule-based teaching of grammar, prioritizing communication activities instead.

* **B. Structural approach** matches with **i. gradation of structure**. The Structural Approach is based on the idea that language learning is primarily about mastering the fundamental sentence patterns (structures) of the language. This approach insists that these structures must be systematically selected, graded (arranged in order of complexity), and presented to students for drilling and practice before moving to the next level of complexity. Hence, the gradation of structures is a cornerstone of this method.

* **C. Situational approach** matches with **ii. language item and real situation**. The Situational Language Teaching (SLT) approach emphasizes presenting new vocabulary and grammatical items in concrete, real-life contexts or situations. The belief is that linking a language item to a specific, tangible situation helps learners understand and retain its meaning and appropriate usage, bridging the gap between theory and practice.

* **D. Bilingual method** matches with **iii. C. J. Dodson**. The Bilingual Method is primarily associated with C. J. Dodson, who proposed this method. It is characterized by the judicious use of the learner’s mother tongue (first language or L1) alongside the target language (second language or L2) as a means of explanation, particularly for grammatical rules or vocabulary. The L1 is used mainly by the teacher, and only for meaning clarification, to accelerate learning.The incorrect option is 1 (A-i, B-ii, C-iii, D-iv):
This option incorrectly links the Structural Approach (B) with the situational characteristic (ii) and the Communicative Approach (A) with structural gradation (i). The defining feature of the Structural Approach is the gradation of structures, and CLT (A) is known for its focus on communication over strict grammatical rules.

The incorrect option is 2 (A-ii, B-i, C-iv, D-iii):
This option correctly matches the Structural Approach (B-i) and the Bilingual Method (D-iii), but misassigns the features for A and C. Matching the Communicative Approach (A) with a real situation (ii) is partially correct, but it is a much more direct and primary feature of the Situational Approach (C), which focuses on presenting items in a controlled situation. Also, matching the Situational Approach (C) with less stress on grammar (iv) is inaccurate, as the Situational Approach often involves controlled practice of structures.

The incorrect option is 4 (A-iii, B-iv, C-i, D-ii):
This option is entirely incorrect. It incorrectly attributes C. J. Dodson (iii) to the Communicative Approach (A) and links the Structural Approach (B) with the characteristics of CLT (iv). Furthermore, it incorrectly associates the Situational Approach (C) with the gradation of structure (i), which belongs to the Structural Approach.