The Application Of Situational Teaching In Senior English Grammar Teaching

Grammar,as the rules of language use,guides the application and practice of language.Therefore,a proficient grasp of grammar has a positive and effective role in the improvement of language competence.However,China's current education of English grammar faces many problems.First,the necessity of grammar teaching has been neglected to a certain degree.Second,although some teachers possess a certain understanding of the importance of grammar,it is difficult for them to organize teaching activities,leading to the consequence that students have limited initiative to learn grammar,which is hard to acquire.The research selected two grade-one classes(50 students in each class)of high school to conduct an experiment of situational teaching method for one semester.Class 16 is the experimental group in which situational teaching approach is applied,while Class 17 is the control group with conventional teaching method.The hypotheses of the experiment are:(1)Applying situational teaching method in high school English grammar teaching can stimulate students' grammar learning;(2)Applying situational teaching method in high-school English grammar teaching can improve the grammar competence of students.Pertinent survey was also conducted before and after the experiment to gain insight of students' attitudes toward grammar learning.Questionnaire-based results suggest that situational teaching improves the interest and expectation of English grammar of high-school students.After the experiment,the author conducted independent t tests on the results of items related to grammar in the term exams of the two classes.The data show that there exists a significant difference between the overall grammar results(P=0.031<0.05)of the experimental and control class,which verifies Hypothesis Two.Thus,it could be seen that situational teaching method injects vitality into English grammar class teaching,making language learning really become vivid,and that the English grammar competence of students could be mined and penetrated in integrated teaching circumstances.