The Application Of Situational Teaching Method To English Vocabulary Teaching In Junior High School

Vocabulary is the foundation of English language,however,mastering vocabulary has always been an insurmountable obstacle for English learners.Many Chinese students are not interested or even afraid of learning English vocabulary.Students can remember many words and phrases,but they cannot use the learned words and phrases correctly.In particular,the junior high school stage is a very important and critical stage.The new curriculum standards also put forward new standards for students' English vocabulary requirements.In addition to mastering the vocabulary form,English vocabulary learning needs to accurately understand and use vocabulary,and pay more attention to vocabulary The practical application of this has further increased the students' requirements for English vocabulary learning,and is also a big challenge for teachers.The situational teaching method emerged in the early 20 th century in China,based on the theory of constructivism,and then widely used in English teaching.Its effectiveness has been confirmed in various theoretical and applied research.However,there are relatively few studies on using situational teaching methods for vocabulary teaching in junior middle school English classes.Based on this situation,this thesis empirically studies the application effect of situational teaching method in English vocabulary teaching in junior high school,and explores an effective vocabulary teaching method in order to increase students' interest in vocabulary learning and improve students' English vocabulary scores.This thesis selects the students in the second and second classes of a middle school in Yan'an as the research object.Two classes of junior secondary students are selected as the object of the study.One is an experimental class and the other control one.Both classes have similar admission scores and use the same textbooks and workbooks.During the experiment,the experimental class were taught words through the situational teaching model,while the control class through traditional methods.In addition,questionnaires,vocabulary tests and interviews were used as experimental tools.Before and after the experiment,questionnaires were distributed in the experimental class and the control class to investigate the students' interest in vocabulary learning.Vocabulary tests were conducted in the experimental class and the control class to observe the changes in students' vocabulary scores.After the experiment,eight students and six English teachers were interviewed in the experimental class for students' interest in vocabulary learning and attitudes towards situational teaching methods.The analysis of statistical software SPSS shows that the performance of the experimental class is much higher than that of the control class,and it is found that the experimental class students' interest in vocabulary learning is also greatly improved after the experiment.At the end of the thesis,the author gives corresponding suggestions on situational teaching method in English vocabulary learning.Based on the above methods and comprehensive analysis,it is concluded that the situational teaching method can improve students' English learning interest and their vocabulary learning performance in the junior middle school English vocabulary teaching.The effectiveness of the method has been further confirmed.Under the requirements of the new curriculum reform,it is of great importance for teachers to conduct vocabulary teaching with the creation of situations so as to improve students' vocabulary learning efficiency and ability to use vocabulary.