The Application Of Situational Teaching Approach In Junior Middle School English Vocabulary Teaching

English is a practical language.The ultimate meaning of English teaching is interpersonal communication.Among the many elements of language,vocabulary plays an important role in language.English vocabulary can improve students' language competence.Therefore,vocabulary teaching plays an important role in language teaching.Scholars both abroad and at home have been exploring effective ways of vocabulary teaching for many years.Recently,most researchers and English teachers have paid attention to situational teaching method.How to improve the effectiveness of vocabulary teaching has become the important point of many scholars' researches.This thesis focuses on a study on the application of situational teaching method to English vocabulary teaching in junior high school,aimed at exploring the following two issues:1)Can situational teaching method change students' understanding of English vocabulary and arouse students' interest in vocabulary learning? If yes,what are the specific aspects?2)Can situational teaching method improve students' English vocabulary performance? If yes,what are the specific aspects?The whole experiment lasted for seventeen weeks,involving80 students in Grade 2 from a rural junior high school in Haimen,Jiangsu.The study includes a research method,a vocabulary test and a questionnaire.In the pre-test,a vocabulary and comprehensive performance test and a questionnaire survey were carried out in the two classes.The test aims to find out if there are any significant differences between the two classes.The aim of the questionnaire is to probe into the students' attitude and interests in learning English vocabulary.During the process of the experiment,identical vocabulary lessons were administered to the classes throughout the study.However,the experimental class was taught by using a situational approach while the traditional teaching method was used for the control class.In the post-test,the students of the two classes were tested once again,and were asked to complete the same questionnaire.The data from the students of the two classes were carefully analyzed using the SPSS 22.0(independent-test).The results of this empirical study can be demonstrated as follows:1)Situational teaching method can change students' understanding of English vocabulary and arouse students' interest in vocabulary learning.2)Situational teaching method can improve students' English vocabulary proficiency.The implications of the study are as follows: to improve students' learning efficiency and comprehensive language skills,teachers are supposed to have rich professional knowledge and pay more attention to the teaching aims and class effectiveness when they use the situational teaching method in the process of vocabulary teaching.