情景教学法在英语教学中的运用.doc

The Application of Situational Language Teaching 
in Junior High School English Teaching  

Author: ***
Supervisor: ***

A Thesis
Submitted as a Partial Fulfillment of the Requirements for the Degree of B.A. in English

School of Information and Engineering
Fuyang Teachers College, Anhui Province

April, 2014

学位论文

情景教学法在中学英语教学中的运用

***
(学号：1234567）

指导教师姓名： 李倩 职称：讲师
单 位： ****大学
专业名称：英语教育 申请学位级别：学士
学位授予单位： ****大学

2014年4月

The Application of Situational Language Teaching 
in Junior High School English Teaching  

Abstract

With the arrival of the 21st century, English is becoming more and more significant. English teaching has become an important part of school education. Over the years, traditional teaching method is most commonly used in English teaching, which is so boring for students and not good for the communication between teachers and students. Situational language teaching method can be effectively applied to English teaching in junior high school, which emphasizes creating kinds of situations to make students feel personally on the scene. It aims not only to develop the harmonious relationship between teachers and students, but also to improve students’ efficiency of learning and stimulate their desire to express thoughts and promote the ability of learning language. This article studies situational language teaching from the following aspects: The first part is introduction, this part introduce the background and significance of situational language teaching. The second part is about definition principles and importance of situational language teaching. The third part is roles in and the relationship in situational language teaching. The fourth part is strategies of situational language teaching. The last part is conclusion.
According to the above, we know that situational language teaching is much better than the traditional teaching. It is really beneficial for the development of students and well worth extending.

Key words: English; situational language teaching; students

情景教学法在中学英语教学中的运用

内容摘要

随着21世纪的到来,英语变得越来越重要。英语教学也成为学校教育的一个重要部分。多年来，传统教学法广泛运用于英语教学中，对学生来说这不仅枯燥无聊而且也不利于师生间的交流。情景教学法可以有效的运用于中学英语教学中，它重视在英语教学中创设各种情景以让学生身临其境。情景教学法不仅有利于建立和谐的人际关系，而且能提高学生学习效率，激励学生积极思考，提高学习语言的能力。本文主要内容如下：第一部分主要介绍了情景教学法的研究背景和意义；第二部分包括情景教学法的定义、原则和重要性。第三部分是关于情景教学法中的角色和人物关系。第四部分主要是情景教学法的教学策略。最后一部分总结全文。
根据上文我们可以知道，情景教学法比传统的教学方法好得多。它真正有利于学生的发展，是值得推广的。

关键词：英语；情景教学；学生

The Application of Situational Language Teaching 
in Junior High School English Teaching  

Thesis Statement
Situational Language teaching method can be effectively applied to English teaching in junior high school, and teachers can create proper situations to improve students’ efficiency of learning and stimulate their desire to express thoughts and promote the ability of learning language.

Outline
I. Introduction
II. Literature Review 
A. The General Definition
B. The Principles of Situational Language Teaching
C. The Significance of Situational Language Teaching
III. The Roles in and the Relationship of Situational Language Teaching 
A. The Different Roles in Situational Language Teaching 
1. The Roles of Teachers
2. The Roles of Students
B. The Relationship in Situational Language Teaching 
1. Teachers and Students
2. Students and Students
IV. The Strategies of Situational Language Teaching
A. Creation of Life Situations
B. Multimedia Teaching
C. Brief Strokes to Create Situations
D. Performances to Create Situations
E. Music to Create Situations

F. Games to Create Situations
V. Conclusion

The Application of Situational Language Teaching 
in Junior High School English Teaching  

Ⅰ. Introduction
Along with new curriculum reform, education sets the new requests to teachers, the quality of English teachers have improved and new teaching philosophy are forming constantly. Traditional teaching methods depart from students’ interest and needs, which will make students tired of class teaching and the class atmosphere is deadly dull. However, situational language teaching method emphasizes creating kinds of situations to make students feel personally on the scene. It aims not only to develop the harmonious relationship between teachers and students, but also to improve students’ efficiency of learning and stimulate their desire to express thoughts and promote the ability of learning language.
According to the above, we know that Situational Language Teaching is much better than the traditional teaching. It is really beneficial for the development of students and well worth extending.
The investigation and reformation of teaching method has been in progress vigorously since modern English was born. It shows the development from monotony
to diversity, the development from complete opposite to integration, which promotes to develop English teaching programme. Meanwhile, it enriches the English teaching theory overwhelmingly.
As to situational language teaching method, the history of research is too long in western, starting from Socrates. It has many representative figures, such as Rousseau, Dewey and B.A.Cyxomjnhcknn. In China, the situational language teaching method was put forward in 1978, by Li Jilin. Just as Wang Tan said in the Idea and Implementation of Situational Language Teaching (2002), “Situational language teaching is continuously developed and will continue to have new development.” Now, we have got rich achievements in situational language teaching.
Ⅱ. Literature Review
A. The General Definition
So-called situation is the sum of all internal and external conditions that people proceed with communicative activities of language. Specifically, it refers to the social environment that uses the form of language to exchange information. As to the situational language teaching method, it is the teaching method that teachers introduce or create vivid situations purposefully to help students to understand teaching materials and to develop students’ psychological function. The situational language teaching method does not emphasize the predetermined teaching goal and does not propose the unified teaching requirements. On the contrary, it stressed that under the direction of teachers, students explore and master knowledge initiatively on the interaction of various factors. Compared with the traditional teaching method, situational language teaching method aims not only to teach students to master the language structure but also to pay more attention to the mastery of abilities and the acquisition of language in context. The earliest advocates of the method is the scholar of Athens, Socrates (332B.C.). And in China, the first advocate is Li Jilin(1978). Now, the theories of situational language teaching method have been enriched.
B. The Principles of Situational Language Teaching Method
To make students interested in learning English, to change knowledge from abstraction to concretion, to make language teaching vivid and close to life and to improve students' ability to use the language, it is necessary to use situational language teaching method in teaching English. There are 5 principles of situational teaching method.
1. Purposiveness
Situational language teaching method aims to restore the true colors of language and communicative practice. Strictly speaking, if there is no situation, there is no language communication. Meanwhile, certain situation can stimulate students' interest. When we select and create situation, the first thing we should consider is that what kind of situation we create can meet teaching requirements. Only with clear purposes can daily teaching receive good results. For example, if we play music in the class just to meet students' interest and enliven the atmosphere, without any aims, it will interfere with classroom teaching and draw away students' attention.
2. Flexibility
The same as other teaching methods, there is no situation that can keep its vitality, because its vitality exists in the change. However, the change is based on the life. Flexibility means that we can create different situations in the light of different needs. According to the circumstance at that moment, we can select different situations, such as free talk, intriguing stories, profound pictures, touching music, a movie dialogue, or even several actions. In addition, for different students, we should create different situations.
3. Science
Teaching factors, material methods and thinking methods interact with each other to make the situation form an organic system. This is science. In the process of setting and applying situation, we must pay attention to its scientific nature, characteristics of students' acceptation and the practicability of operation.
4. Inductivity
The biggest characteristic of situational language teaching is to open the minds of students so as to achieve the purpose of education. On the one hand, teachers can guide students to explore knowledge and to imitate or apply consciously. On the other hand, teachers lead students to practice and to learn how to control excitement. In some situations, students will be very happy, very excited, some of their reactions may deviate from our expectations, their attention transfer to other things. At this point, we have to guide students timely and control classroom atmosphere.
5. Unity
Situational teaching method is just one of the means of language teaching and it must combine with other teaching methods, especially combined with various forms of practice, which is very important and necessary. Speaking from another aspect, unity also reflects that 5 principles are strongly linked. One situation may contain all of the above principles.
In order to achieve the desired objective, teachers should value above principles and optimize organization of these principles.
C. The Significance of Situational Language Teaching Method
As we all know, English is an important basic subject of all kinds of schools in China and it is a basic skill that must be mastered by talented person in 21 century. The purpose of language teaching is to cultivate the ability to use language to exchange information for students. But for Chinese students, English is a second language. For them, to cultivate the ability to communicate in English, the main problem is the lack of language environment. The key to solve this problem is the classroom teaching. Therefore, we should try our best to create a language environment, including listening, speaking and viewing. Situational language teaching method is an effective way to create such language environment. Moreover, situational language teaching method can create a good language environment and make students contact with English as much as possible, which will enhance students' sense of language and improve students' listening, speaking, reading and writing skills. What’s more, it helps students to correlate theory with practice to get emotional material，to foster non-intelligent factors, to focus attention and to consolidate knowledge. So situational language teaching method plays a very important role in English teaching. English teachers should realize the importance of situational language teaching method and try to put it into teaching practice to cultivate more qualified talents who meet the need of twenty-first Century.
Ⅲ. The Roles in and the Relationship of Situational Language Teaching
A. The Different Roles in Situational Language Teaching Method
1. The Roles of Teachers
In situational language teaching teachers play many roles. Jeremy Harmer (1998) defined the roles of teachers as controller, organizer, assessor, rouser, participant and information provider.
As the controller, teachers should control classroom discipline and teaching pace well so that situational language teaching can be conducted effectively. As the organizer, teachers should undertake the task of designing and organizing assignment that students can accomplish. As the assessor, teachers have two tasks: one is to correct students’ mistakes and the other is to give feedback. As the rouser, when students don’t know how to begin an activity or when they are afraid of speaking and performing in front of everyone, teachers should give them encouragement and let them believe they are wonderful. As the participant, when teachers finish the teaching task and give the rest time to students to have a chat, at this time, teachers can't stand silently on the platform, he or she should walk to the students to participate in discussion of students. This method is beneficial to build a good relationship between teachers and students. As the information provider, teachers should just provide information to students according to the requirements while students make use of information to finish the task.
So in class, on the one hand, teachers should create new situations on the basis of reviewing old knowledge to present new teaching content, vivid and ikonic, which will attract students' attention effectively. On the other hand, designed situational activities should be multifaceted that all the students can join in. In terms of learning contents or in the forms of participation, different levels of students can have a chance to exercise and self-display. In addition, teachers should create virtual situations to make students have many chances of virtual communication.
2. The Roles of Students
In situational language teaching, students play roles of “host”, “actor” and “director”. As Chang Lin said, in the teaching process, we should always stress the dominant position of students, unleash their activity and enthusiasm fully, stimulate students’ interest in learning and create a relaxed and harmonious learning atmosphere (1999). Quality education is an education that cultivates talents for 21 century and students have predominant position. In traditional teaching, teachers make full use of every minute of class to impart knowledge to students, now teachers are actors and students are audience. Every class is like a play, teachers try their best to attract students’ attention, but students are passive, so the effect is not satisfactory. However, in situational language teaching, teachers just provide situational stage, requirements and information to students, students are the hosts of activity. Teachers create a situation including the required knowledge points, and then hand stage to students, let them enjoy it. Or even, teachers give class to students to allow them design various situations. Only in this way, can students read books actively and then understand teachers’ aims. Only in this way, will students engross in the situation and then interested in the class teaching.
B. The Rela