Application Of Situational Teaching Method To Oral English Teaching In Mongolian High Schools

As we all know,listening,speaking,reading and writing are the four skills of English,among which,spoken English is especially important. Besides, the New Course Curriculum also points out that special attention must be paid to improving students' ability of using English to think and communicate. But now, most high school students do not do well in their oral English,especially in Mongolian middle schools, where “dumb English” is rather common. Therefore, a teaching research was produced to find out whether the Situational Teaching Method would be suitable for the Mongolian students to improve their communicative ability, arouse their interest in practicing spoken English and make them informed of western culture.Three questions were put forward based on the above research aims:1)Will the Situational Teaching Method be suitable for the Mongolian high school students to use?2)Will the students' interest in learning oral English be aroused through applying the Situational Teaching Method?3)Will the experimental class improve their oral test scores?During the conduction of the relevant research,ways of questionaires, interviews and tests were adopted to do research on the application of the Situational Teaching Method to oral English teaching in Mongolian middle schools. This study was done in two classes.The number of students in one class is 30 while the other is 35. The scores of the pre-test indicated that the students of the two classes reached almost the same oral level,however,the results of the post-test showed that the level of the experimental class was higher than that of the controlled class. Through analysing the results of the questionaire and the interview, it is also easy to find that the students' interest in learning oral English has been aroused and the Situational Teaching Method is suitable for the Mongolian middle school students to use. In general, after being trained with this method for a term, the students show stronger interest in oral English and they can devote themselves to class activities more actively than before and thus, the class atmosphere is easier than before.The thesis consists of six chapters.The first one serves as an introduction, which mainly deals with the background of the research,existing problems of oral English teaching in Mongolian middle schools, the aim of the research and the framework of the thesis. The second part is literature review,including the definition and features of oral English teaching, the definition,features and principles of the Siuational Teaching Method, theoretical foundations of the Situational Teaching Method and the related research at home and abroad. The third chapter mainly focuses on the methodology, including hypothesis, subjects, instruments and procedures. What follows is the fourth part, which mainly deals with the presentation and analysis of the questionnaires, the interview and the oral test. The fifth part mentions the operability of the Situational Teaching Method in oral English teaching in Mongolian middle schools, the influence of the STM on students' interest and on the students' oral English level. The last part is a conclusion, which introduces the major findings, implications and limitations of the study and recommendation for future study.