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

Phonetics,vocabulary,and grammar are the three major elements of language,and vocabulary is an important foundation for developing language skills.Therefore,vocabulary teaching and vocabulary learning must be placed in an important position.During my internship in the practical school,the author found that the current situation of junior high school students' English vocabulary teaching and learning was not optimistic,and there were mainly the following three problems.The first was that students still copied the traditional rote memorization method,which leaded to poor vocabulary learning effect.Second,they did not pay much attention to English vocabulary learning and were in lack of interest in English vocabulary learning.In terms of vocabulary teaching methods,teachers were in lack of innovation in English vocabulary teaching methods,and most of the teachers still followed the traditional translation method for vocabulary teaching.Therefore,it was imperative to innovate in vocabulary teaching methods.Situational teaching method refers to a teaching method that achieves the purpose of effective and even efficient teaching through the teacher's demonstration of a specific image.However,the situational teaching method had not been fully put into practice in actual teaching.In view of the above situation,this research applied the situational teaching method to English vocabulary teaching in the first year of junior high school in order to improve students' learning methods,optimize their vocabulary learning effects,and enhance their vocabulary learning motivation.The research adopted comparative experiment method,questionnaire survey method and interview method.The experimental method selected two parallel classes as the experimental class and the control class,with 50 students in the experimental class and 51 students in the control class.In the experimental class,the situational teaching method was used for vocabulary teaching,and students were guided to create context to learn English vocabulary autonomously,and in the control class translation method was used as the main vocabulary teaching method.Before and after the experiment,students in the two classes were tested for their vocabulary.In the experimental class,questionnaires were issued to investigate the vocabulary learning interest of the students before and after the experiment,and students of different levels were interviewed.This research solved the following three problems:(1)Can the situational teaching methods improve the effect of students' vocabulary learning?(2)Are there differences in the impact of situational teaching methods on vocabulary learning of students of different levels? If so,what is the difference?(3)Can situational teaching methods enhance students' interest in vocabulary learning? If so,how will it affect students of different levels?After the experiment relevant data was collected,and the auther used SPSS24.0 to analyze and discuss the data systematically.Data analyses showed that the situational teaching methods can improve the effect of students' vocabulary learning,and the grades of vocabulary test of students in the experimental class was significantly improved compared with that of the control class.The situational teaching methods had different effects on the vocabulary learning of students of different levels,and the effect was most obvious for lower-level students,more obvious for the middle-level students,and they had less influence on the high-level students.The situational teaching methods can enhance students' interest in English vocabulary learning,and had a greater impact on middle-level and low-level students,and less impact on high-level students.This research has the following enlightenment: First,front-line teachers should strengthen the research and application of situational teaching,and combine characteristics of the students and the times to carry out situational teaching innovation in order to serve English teaching better.Secondly,when designing teaching situation,teachers should fully consider students' realistic basis and subjective experience,choose situations reasonably,and teach students in accordance with their aptitude.Thirdly,timely reflection and evaluation should be carried out after situational teaching,and the development of educating people can be promoted in continuous improvement.Finally,the diversity of educational objects determines the complexity of teachers' labor,so adequate preparation before class is of great significance.