An Application Of Situational Approach To The English Grammar Teaching In Junior High School

Grammar teaching is of great significance in the English language teaching.This thesis aims to explore the application of situational teaching approach to the English grammar teaching in junior high school.The main research questions include: firstly,can situational teaching method arouse the students' interest in grammar learning? Secondly,can situational teaching approach improve students' grammar learning effects? Thirdly,can situational teaching approach improve students' grammar scores? In order to collect data,86 students of two classes of South Chuansha Junior High School where the author works are invited as the participants.They are from Grade 2.Students from Class 1 are regarded as the experimental group,and students from Class 1 are regarded as the controlled group.The study lasts one semester.The methods it employs include pre-test,post-test,and questionnaires.During the experiment,the experimental class implemented situational teaching method on the premise that the experimental class and the controlled class were consistent in learning grammar tasks,while the controlled class used the popular inductive and deduction method.At the end of the experiment,the relevant grammar items and comprehensive skills of the two classes were tested again.The questionnaires were distributed to the experimental classes for further investigation.With the help of the software SPSS,the experimental results show that,in grammar teaching,situational teaching method can improve students' interest in grammar learning more effectively than traditional grammar teaching methods,such as inductive and deduction method,and can effectively improve students' efficiency in grammar learning and comprehensive language ability.The thesis is composed of five chapters.The first chapter involves the introduction of the background,the purpose,the significance and the layout of the thesis.The second chapter is literature review,with researches in grammar teaching,situational language teaching and their relevant theories involved both at home and abroad.The third chapter deals with research methodology.The fourth chapter is the discussion and analysis part.And the last chapter draws a conclusion about the study and points out limitations of this study.It is hoped that the present study could offer some useful information in grammar teaching studies for Chinese students,help them improve their grammar proficiency and eventually improve the quality of English education in China.