An Empirical Study Of Situational Instruction In English Reading Teaching In Primary Schools

English reading plays an increasingly important role in English teaching in primary and secondary schools.The new curriculum standard has clearly pointed out that the chief goal of English reading teaching in primary schools is to arouse students' interest in English learning.Interest is a good teacher,which enables students to learn English actively,communicate in English in daily life,and lays a good foundation for students' future English learning.In recent years,many frontline English teachers have also done a careful study on the application of situational teaching in English reading teaching,and have written books which have a guiding role in the teaching of English reading in primary schools.In this context,this paper studies the impact of situational teaching on students' English learning in primary schools.This paper mainly studies the following problems based on Constructivism and Situational Cognitive theory:(1)What effects does Situational Teaching have on Students' English reading performance?(2)What effects does Situational Teaching have on Students' interest in learning English? Constructivism theory and Situational Cognitive theory both hold that learning is a process in which students actively acquire knowledge in the real situation and in the interaction between teachers and students.In this study,88 students from two classes inTanDu Town LinXiang City,Hunan Province,were selected as the research subjects.Before the experiment,the pre-tests of reading comprehension verified that there was no significant difference between the two classes.These two classes were randomly appointed as the experiment class and the control class.The Situational Teaching method was applied in the experiment class and the traditional reading teaching Approach was employ in the control class.The experiment lasted for 18 weeks.After the experiment,the post-tests of the reading comprehension tests were conducted and the results were collected and analyzed in SPSS24.0.The statistical analysis of the data was carried out by independent sample T test,correlation analysis and paired sample T test.This paper intends to compare the effects of situational teaching on students' interest in learning English and their reading performance in English reading teaching.The results of the study shows that: 1)The reading performance of the students in the experimental class has been significantly improved.However,there was no significant change in the reading performance of the students in the control class;2)The interest in learning English in the experimental class has increased significantly,while that in the control class has not changed significantly.From the students' questionnaires and interviews,it can be seen that the use of situational teaching in English reading teaching has greatly increased the number of studentsparticipating in activities,and the number of students who like English classes has also increased significantly.The results of questionnaires,interviews and experiments show that the application of situational teaching in primary English reading class needs to be strengthened.These experimental results show that the application of situational teaching in English reading teaching can improve students' interest in learning English.It can also improve learners' reading performance.