The Effects Of Situated Teaching On Student Engagement And Oral Output In English Class Of Junior High School

Junior high school students don't have high student engagement in English class,and their English oral output is little.The condition of village students is worse.Prior researchers had studied the factors,which have influence on student engagement,but they rarely related teaching method to student engagement.Oral output is as important as oral input for learning foreign language.However,researchers always pay much attention to how to organize oral class and the factors which influence oral output.Good teaching method is very important for helping teachers to improve their teaching.This thesis tries to discuss the effects of situated teaching on student engagement and oral output in English class of junior high school by teaching experiment.Here are the two research questions:1.Can situated teaching enhance student engagement in English class?2.Can situated teaching enhance students' oral output in English class?This thesis uses qualitative and quantitative research methods,including questionnaire,oral production task and interview.The fifty-seven participants from two classes are grade seven students in a village school.They are divided into treatment group and control group.At experimental stage,use situated teaching in treatment group's EFL teaching for ten weeks.At the same time,control group is taught in normal English class.We get the final results by comparing and analyzing treatment group's and control group's data of student engagement and oral output in pre-test and post-test.The main results are the following:1.Situated teaching can enhance student engagement in English class.But it only has obvious effects on some certain contents of student engagement.It has better effects on enhancing behavioral engagement and affective engagement than enhancing cognitive engagement.2.Students who accepted interviews are satisfied with situated teaching in EFL teaching.Most of them have some active changes in the middle and the late periods of the experiment stages.3.By comparing to control group,situated teaching can't enhance students' oral output obviously in English class.According to the prior researches,there are many factors which influence students' oral output,such as basic knowledge and the chances of speaking English.The participants in this study are the village school students,their basic knowledge is little,their English level is low,and they have fewer chances to speak English at ordinary times.Maybe,these factors have great influence on their English oral output.In the end of the thesis,the author summarizes the whole teaching experiment and gets the final conclusions,including the main findings,implications,limitations and the further research direction.