A Study On The Stimulating Effect Of Situational Teaching Approach On Senior High School English Learning Motivation

Senior one students experience the knowledge convergence of junior and senior high school,and with the increase of learning depth and difficulty,their study weariness is obvious and study motivation is insufficient,so their learning motivation will be affected to some extent.The teaching goal of senior high school English class is to cultivate students’ ability to use English language in theory and practice.Using situational teaching approach in class can not only create relaxed and pleasant class atmosphere,enhance students’ motivation to learn English,and make boring teaching vivid and interesting,but also give students some opportunities to express themselves freely in the created situations,which is conducive to students’ use of English to convey information and apply what they have learned in practice.To explore whether situational teaching method can stimulate the English learning motivation of high school students will be taken as a research question.The author investigated the English learning motivation of high school students,introduces the connotation and theoretical basis of situational teaching approach,and sets up specific situations and applies specific strategies to stimulate the English learning motivation of senior high school students,which is of great significance to teaching practice and an innovation to traditional teaching.This study is roughly divided into three parts: the first part is an introduction and literature review.Based on the theories of Gardner and Williams,some relevant theories of learning motivation and situational teaching approach are sorted out and summarized.The second part consists of the theory and research.The author used the method of questionnaire to investigate and analyze senior one students’ English learning motivation and tried using situational teaching method in the experimental class to practice.Meanwhile,the author also discussed and analyzed senior high students’ English learning motivation through the pretest and post-test,subsequent interview and compared forecast with post-test of students’ motivation.The third part includes future teaching suggestions and summary.According to the results of analysis and discussion,the author put forward some suggestions for improvement,and pointed out the value and shortcomings of this study to lay a foundation for the future research and accumulate experience.First of all,the author investigates the external and internal learning motivation of senior high school students and knows about the overall status of their learning motivation from six aspects,including internal interest,achievement,personal development,social responsibility,learning environment and going abroad for further study.It is concluded that students’ English learning motivation is mainly to improve their scores in the exam,and their external motivation is obviously higher than internal motivation.Secondly,through the investigation of students’ use of learning resources,adjustment of learning strategies,degree of class activities participation and reflection as well as evaluation,the author learns that students do not make proper use of learning strategies,use learning resources less,have a low degree of class activities participation,and do not often make self-reflection and evaluation.According to the results of the research,in the basis of situated cognition theory,constructivism learning theory,and the relationship between learning motivation and situational teaching method,the author adopted situational teaching method in practice to design situations,promoting teaching.And the author uses the scores of post-test of experiment for reference,and data from classroom observation record and subsequent interviews to analyze,then draw the conclusion that situational teaching method can stimulate senior high school students’ English learning motivation.Finally,the author puts forward some suggestions for improvement in view of some loopholes in this study,so as to provide reference significance for future teaching.There are also many problems in this research.It is only for the senior one students;and the respondents have some limitations.In addition,the survey was conducted only at the school where the author teaches,and the scope was hardly narrow.And,the research has only made a superficial investigation on several aspects of English learning motivation of senior one students,and no fixed teaching mode has been formed on how to systematically and comprehensively use situational teaching approach to stimulate students’ learning motivation,and further exploration is still needed in teaching practice.