Formation of correct language habits has been thought to depend on the laws of exercise and effect and the principle of shaping. Psychologists and linguists have felt language practice in this context to be more motivating for Ss. I list Wilga River's categories because of their close affinity with spoken language or more broadly communicating. Examination of these categories helps to show why the oral approch is probably the most satifactory in the teaching of English to adults. Having argued in general terms for the oral approach, I am fully aware that to teach speech is not the only desirable objective, and certainly not, where a group of learners clearly has some other primary objective - e.g. passing written exams.
Most language schools meet at one time or other a student with highly specified needs.
E.g. Participants at international conferences who are permitted to speak in their native language but are expected to comprehend English. Having identified these highly specified needs, the needs of the learner are usually mixed and the four skills rarely exist in complete isolation. The tourist will also need sufficient writing to cope with cheques, embarkation cards, booking forms. The longer term visitor will also need to read and write messages. In conclusion, it can be said that a student's ultimate repertoire of skills in the language will reflect the proportions of time spent on different language activities.