Reflections On Situated-Teaching For College English

Abstract:Situated-teaching for college English has been more and more popular recently. It makes college English teaching more intuitive and interesting. However, the author found that there are3defects in situated-teaching for college English, i.e. Improper text parsing, unreasonable situation setting and ignoring the conversion process of Yan (Language)-Xiang (Image)-Yi (Meaning) because of unclear goal of situated-teaching for college English. Thus, situated-teaching for college English hasn’t reached the ideal teaching goal because of formalism.The dissertation has a conclusion:The situated-teaching for college English shows the relationship among Yan (Language)-Xiang (Image)-Yi (Meaning).First, students are reading text (Yan-Language) with techer’s guide. Stimulated by English text through repeated text reading, students get "schema" from their experiences and reappear or reproduce the real "image"; and then students analyse the "image" with their own true feelings, expore and experience the meaning of the "image"; finally students can understand the meaning of the English text and react properly in similar situation.Therefore, the requirement of the situated-teaching for college English is that the students should read and consider the English text repeatedly in order to prepare for the conversion of process of Yan (Language)-Xiang (Image)-Yi (Meaning). The teacher should encourage the students to converse the Yan (Language) into the Xiang (Image) and get the Yi (Meaning) at last. However, since the limited knowledge, experiences of life, the students sometimes are difficult to get the "image" by themselves. Thus, it is very important for the teachers to set proper situation for students to get the correct "image"."Image" is only for helping the students get the meaning; Xiang (Image) is the bridge or media between Yan (Language) and Yi (Meaning).