| Grammar plays a vital role in the learning process of a second language.In traditional English grammar teaching classes,teachers often choose to directly tell the students the grammar rules and then make students practice using the relative grammar points in a relatively independent and repetitive way,which makes students tired of learning the language easily.The Situational Teaching Method was put forward in the 1920's and 1930's.Compared with traditional method,it pays more attention to students' construction of knowledge and the creation of different situations,leading students to internalize language points in situations and thus making the knowledge last longer in their memories.By using it,it's much easier for students to store the language points in their permanent memory system.Many researchers have made research on the application of the Situational Teaching Method(Ellis,1985;Stern,1992,etc.),defining it as the best way to teach grammar.In 1978,Li Jilin made his research on the Situational Teaching Method in China for the first time.His experiment proved that the application of Situational Teaching Method in Chinese class could help students improve their performance and comprehensive competence.Later,more and more scholars began to make researches on its application in classroom teaching.Among the researchers are Li Aihua,Han Tao and Liu Xiaomin,etc.Those scholars made empirical studies of the Situational Teaching Method by designing experiments,giving out and collecting questionnaires and carrying out interviews.They all come to the same conclusion as what is stated above.But there are also some drawbacks in their studies.For example,among the papers I read,part of them only focused on the application of the Situational Teaching Method in junior high school;others are not so scientific when it comes to the handling of data they'd collected.So whether the conclusion can be applied in high school English classes in still a question.That's why the author of this thesis decides to carry out a further research to study on the effect of the Situational Teaching Method.Based on the things mentioned above,the author made a research on the application of the Situational Teaching Method in Ge Zhouba Senior High School.The author attempts to test and confirm the following three questions and further develop the study of the Situational Teaching Method:(1)Can students' motivation and enthusiasm for English grammar learning be raised greatly with the help of the Situational Teaching Method?(2)Can the application of the Situational Teaching Method in English grammar class help students better their learning strategy?(3)Can students' class performance and comprehensive English ability be improved with the help of the Situational Teaching Method?The author designed questionnaires and interview questions for both teachers and students in Ge Zhouba Senior High School as well as carried out an experiment to compare and analyze the effect of the Situational Teaching Method.During the experiment which lasted for six months,the teacher used the Situational Teaching Method in the experiment class and traditional method in the other class.The teaching content in the two classes was the same.After six months' different teaching method,the scores and performances of the two classes differ from each other greatly.By analyzing the pre-test results,the mid-test results and the post-test results,the author comes to the conclusion that when the Situational Teaching Method is applied to English grammar teaching in class,students' interest and motivation in grammar learning is enhanced and improved;it can also help students improve and change their learning strategies;in the meantime,their test performance and comprehensive English ability get greatly improved.At the end of the research,the author also proposes some suggestions for teachers in high schools,hoping to help more students realize the importance of the Situational Teaching Method. |
PDF Full Text Request