An Empirical Study Of The Effects Of The Situational Teaching Method On Junior Middle School Students’ English Vocabulary Output

The situational teaching method,as a common teaching method,is very popular in the contemporary English class of the junior middle school.Scholars and teachers at home and abroad have been using the situational method to study the various aspects of English class and the English language learning of the students.Based on the creation of certain situations in English classroom teaching,this thesis attempts to stimulate students’ empathic experience,improve students’ interest in English learning,and enhance the activity of interaction in the classroom,so as to improve the efficiency of English teaching.This thesis aims to explore how the teachers use the situational language teaching method to arouse students’ learning enthusiasm,improve students’ learning interest,and improve their ability of memorizing and using words in junior English vocabulary teaching.Finally,it achieves the goal of improving the teaching effect of English vocabulary in the junior middle school.This thesis tries to explore this issue: What is the effect of the situational teaching method on junior middle school students’ vocabulary output?This issue can be refined to the following aspects:1.What is the effect of the situational teaching method on students’ vocabulary diversity output?2.What is the effect of the situational teaching method on students’ vocabulary complexity output?3.What is the effect of the situational teaching method on students’ vocabulary accuracy output?Based on these questions,this study adopts the interaction noticing hypothesis and theory of comprehensive input and output,choosing 92 students from two parallel classes in a middle school of Dongguan City.They are divided into the control class and the experimental class.Then different teaching methods are adopted for the control class and the experimental class.The situational teaching method is adopted in the experimental class.Traditional teaching method(PPP)is adopted in the control class.After one semester,the post-test is carried out to see how the input and output of English vocabulary acquisition of the two classes change.This thesis collects data through pre-test,post-test and the pre-questionnaire survey and the post-questionnaire survey,and uses SPSS 21.0 software to collect and analyze the data.Through the analysis of empirical study data,the author draws the following conclusions:(1)After the experiment,compared with the control class,the experimental class who adopts the situational teaching method obviously enriches the diversity of students’ vocabulary output.(2)After the experiment,compared with the control class,the experimental class who adopts the situational teaching method obviously increases the complexity of vocabulary output.(3)After the experiment,compared with the control class,the experimental class who adopts the situational teaching method obviously improves the accuracy of vocabulary output.This thesis provides some empirical data for relevant researches and some pedagogical implications for English vocabulary teaching in junior middle school: Using the situational teaching method to teach English vocabulary in junior middle school requires the teachers have profound subject knowledge and the ability to control classroom discipline.In order to improve the classroom effect,the teachers should keep in accordance with teaching objectives while creating situations.Under the influence of various uncontrolled factors,there are still some deficiencies in this study,which need to be further improved in the future teaching practice.