A Research On Situational Teaching Approach To Junior High School English Grammar Teaching

English,as an international language,is the most widely used and one of the most important tools of interpersonal communication which determines that the English language is communicative.‘English' means not only the linguistic symbols themselves,but also includes the long-term buildup of its grammar.Nowadays,most English classes are conducted according to the books and therefore they are dull and boring.Students show little interest in learning English grammar.Under such circumstances,the situational teaching approach is supposed to be effective for English grammar teaching.This thesis tries to study the basic definition of situational grammar teaching approach,usages of this approach in classroom teaching and its positive significance through essay study,and gets to know the methods and necessities of situational grammar teaching approach.The thesis illustrates several principles of junior English grammar teaching designs.And then it summarizes the methods with examples that could easily be understood in order to give suggestions to the teachers.Teaching practice proves students' mind will cause inertia if the situational grammar teaching approach is unpleasant and disharmonious,and this greatly reduces teaching effect.Especially English grammar teaching is more necessary to create the teaching situation which is close to the existing level and life of students in order to help them acquire grammar rules imperceptibly and use grammar rules flexibly.After the study of teaching research,the researcher analyses the planning intentions of different parts in detail and gives instructions in order to change the theoretical research into practical guidance so as to cultivate students' efficiency and awareness of grammar learning in situational grammar teaching approach,and finally to increase the effectiveness of junior English grammar teaching.Based on the above study,the researcher does a further experimental study,which includes a pretest exercise and a posttest exercise,records of the frequency of the situational grammar teaching approach through classroom observations and a questionnaire among all the students in the two classes.By doing these,the author can examine whether students' learning interests are enhanced,students' accumulation of English grammar learning is compacted and their knowledge of English grammar is improved.It is obvious that the author gets the positive answer.Therefore,the problem to be discussed in this thesis is that how to help English teachers explore more efficient situational grammar teaching strategies,look for realer,easier,more flexible and practical teaching situations,so as to improve the teachers' ability of arranging and analyzing the situational materials,realize the students' language ability of grammar.The empirical study confirms the positive significance of this exploration,and provides guidance for further teaching programs,while the study would certainly encounter with bottlenecks and difficulties,and also need to study and explore in order to do better continuously.