An Action Research On How To Improve The Efficiency Of Vocational English Teaching & Learning By Using "Situational Teaching & Learning Approach"

In this study, the "situational teaching & learning approach" is explored on how to improve the efficiency of vocational English teaching & learning by using "action research" method. Through the "action research" exploration " situational teaching & learning approach" effectively used of English teaching in secondary vocational schools, the advantages are: i) better understanding the situational rule; ii) exploration characteristics of the times, regularity and creativity of English learning in secondary vocational schools; iii) deepen and enrichment the understanding of action research, and grasping the law of action research as a whole, providing references for further research. This research focuses on secondary vocational students. The sample students are selected from several classes that author taught. After a preliminary status survey, a comprehensive action plan was designed and implemented. During the study, detailed data and descriptions were recorded, as well as questionnaires and interviews. These data and records were further analyzed. In-depth investigation and practice of college English teaching and the application of situational teaching method in vocational school, lessons learned, identify problems andrules, and gains experiences for English teaching in secondary vocational school. It has been shown that the effectiveness of the English learning in vocational school could be greatly improved by using the "situational teaching & learning approach" properly.The characteristics of vocational education are: first, it is occupational oriented; second, it is secondary or intermediate education. The content and method of teaching is determined due to its secondary and makes it differs from the higher education and general secondary education. The objective of secondary vocational education is to develop the professional quality and skills of students, which makes "situational teaching & learning approach" more and adequate to be used in vocational education; third, its complexity. The complexity of the secondary vocational education is due to two aspects: diversity of demand and diversity of source of students. These two aspects determine the teaching methods and teaching contents of vocational education in "complexity". The contents and scope of teaching should meet the requirements from different professional categories and should be appropriate to students from different levels. “Situational teaching & learning approach” is a good method to educate students with occupational oriented knowledge and skills.There are some obvious characteristics for students invocational school. They are weak background, lack of confidence, lack of interest and less chance to use English in daily life. In general, the goals of English training are improving the abilities of the students in English listening, speaking, reading, writing and translation. However, the main objective of English teaching in secondary vocational schools is to improve their abilities in listening, speaking, reading, particularly listening and speaking skills. For reasons above, “Situational teaching & learning approach” might be one of appropriate choices. It has been shown that the application of “action research " theory of ideas, the “Situational teaching & learning approach" is attractive, and stimulates the students’ interest and enthusiasm, motivation and potential, greatly improving the effect of teaching; enhancing students’ self-confidence in English learning and improving students’ English proficiency. However, by using “Situational teaching & learning approach”, it should be noted for the following potential issues: i) the materials of teaching should be well selected and the contents shall be well prepared; ii) combing with other teaching methods and technologies to enhance its effectiveness; iii) the approach should be used consistently; iv) build up a good environment in the class room; v) support and policy from school; vi) co-operation and communication between peer teachers.