A Study On The Application Of Situational Teaching Approach To English Teaching In Middle School

The traditional spoon-feeding teach method lacks teaching situation where the classroom teaching atmosphere is depressing, teaching efficiency is low, and the students' ability is hampered. Situational teaching approach, by combining visual and auditory ways and giving students lively images and figures, stimulates students' thinking and learning interest. Providing situations at classes may arouse the students' desire for exploring, mobilize their initiative and full participation. Students will accept knowledge actively in efficient classroom learning in which language acquisition is carried out completely in full language environment. At English classes, teachers should try to create English atmosphere to stimulate students'desire of expressing ideas, which is advocated in the new syllabus of English curriculum for middle schools. But a phenomenon worth mentioning is that the traditional spoon-feeding teaching pedagogy is still quite popular in English teaching in middle schools. Traditional spoon-feeding teaching pedagogy is lack of language environment and hinders the development of the students'comprehensive abilities. The new curriculum requires teachers to adopt effective teaching methods to let students receive knowledge positively.The thesis mainly focuses on the research of applying situational teaching method to the English teaching for middle school students. There are three theories in this thesis, second language acquisition theory, constructivist learning theory and mood psychology theory. By way of doing questionnaires and class observation, this thesis analyzed the existing problems of the students in learning English in current English teaching in middle schools, finding such popular problems as students having no interest and confidence whereas teachers tending to use traditional teacher-centered class room teaching. Based on the empirical research, the present author advocates that situational approach combining merits of many popular teaching methods is an effective way to improve the quality of teaching and students' language performance, which encourages the students to have actual communications, experience success and accomplishment, and finally improve the comprehensive language abilities. With such propositions, the present author tries to work out of both the principles and measures of designing effective situations in the classroom.