Research On The Application Of Situational Teaching Method To English Vocabulary Teaching Under Network Environment In Junior Middle School

The rapid development of modern network information technology has brought great changes to the world.It has transformed people’s way of life,work and communication,and affected the quality of education with its flexibility,convenience and effectiveness.The rapid development of multimedia network technology has brought about a series of important changes in foreign language teaching.Therefore,it is particularly important to study English vocabulary learning strategies in the network environment.Situational teaching method emerged in China in the early 20 th century.It has been widely used in English teaching and its effectiveness has been verified in various theoretical and applied studies.Teachers can stimulate students’ emotional experience,improve their interest in English learning and enhance their willingness to participate in classroom interaction so as to improve the efficiency of English teaching.Vocabulary,as one of the basic building materials of language,plays a vital role in English learning.Mastering certain vocabulary is the foundation of learning English well.Especially for junior middle school,most students are in the initial stage of English learning,so the importance of vocabulary learning is self-evident.This thesis aims to apply situational teaching method to English vocabulary teaching under the network environment in junior middle school,that is,using Seewo Whiteboard to create situational English vocabulary teaching in class.The purpose is to explore the following two questions:(1)What is the influence of situational teaching method on students’ interest in and attitude towards learning vocabulary under the network environment?(2)What is the influence of situational teaching method on students’ vocabulary learning ability under the network environment?The research experiment is carried out in XX Middle School of T City,and 117 students from two parallel classes of Grade Seven are selected as the research subjects to conduct the experiment for one semester.Class 1 is the experimental class(EC),which adopts the situational teaching method under the network environment to conduct vocabulary teaching.Class 2 is the control class(CC),which still adopts the traditional vocabulary teaching method for vocabulary teaching.The pretest result shows that there is no significant difference in English vocabulary ability between the two classes.In order to ensure that the research results are more authentic and convincing,this study adopts a combination of quantitative and qualitative research methods,including interview,questionnaire and vocabulary test.The data obtained are analyzed by SPSS22.0 software.The results show that the classroom interaction and student participation rate are significantly improved in the classroom which adopts the situational teaching method under the network environment.Learning vocabulary in specific situations is helpful for students to understand the meaning and usage of words,students’ enthusiasm in learning English is obviously improved,the speed and accuracy of memorization are also greatly increased,the classroom atmosphere becomes active,students’ vocabulary learning ability has also been improved.Many students unconsciously use new vocabulary in daily conversation and writing,and truly apply what they have learned.Therefore,in the process of junior middle school English vocabulary teaching,it is effective to use the situational teaching method under the network environment.Teachers use situational teaching method under the network environment,enhance the junior middle school students’ interest in learning English vocabulary,so that their attitude to learn English vocabulary has been changed positively.And the situational teaching method under the network environment effectively improves students’ vocabulary learning ability.