A Study On The Effective Implementation Of Situational Teaching Method In Primary School English Classroom Teaching

Nowadays, modern foreign language education focuses on the process of languagelearning and stresses the language study practically. It claims that students are supposed tolearn English better in the course of contact. English curriculum advocates teachers to createthe context of real language as much as possible, making the student to master the languageknowledge and skills by experience, practice, participation and cooperation. Teaching Englishin situations can trigger the desire of students to explore and mobilize their initiative andparticipation, can provide students with an open learning environment, broaden studentslearning perspective and develop students’ thinking skills to make the students betterunderstand the knowledge, construct meaning in harmony, relaxed atmosphere, in order toachieve the purpose of learning English, and ultimately bring up the students’ comprehensiveability to put the language into use. Thus, the Situational Language Teaching Approach iswidely used in the English teaching.Most of the English teachers of primary schools can apply the Situational LanguageTeaching Approach, according to the textbooks, the characteristic of students as well as theirown interests in their real life. They can apply some authentic English learning situations withthe teaching objectives in the process of teaching to improve the efficiency and effectiveness.In reality, the language teachers have a lot of confusion and difficulties in real situations. Inorder to effectively improve primary school English teaching effectiveness, the teachers needfurther optimize the teaching form and teaching methods, changing boring, mechanical intointeresting and flexible, changing classroom into life, and changing passive into active. Thispaper based on the theory of pedagogy, psychology and linguistics, gain in-depthunderstanding of the level of the primary schools’ English situational teaching and analysisthe problems by literature research, questionnaire and classroom observation, explore usefuland specific strategies in primary English situational teaching and provide new instructionsand theoretical guidance for the application of English teachers so as to achieve effectiveteaching.Let the students continuously improve the interest in learning English, gradually acquirethe knowledge and skills and develop independent learning skills under the teacher’s guidanceand help. This research is divided into seven chapters: Chapter I is about the question proposedbackground and significance along with the present research at home and abroad.Chapter IIshows the goals and significance of the research. Chapter III reviews the definition of relatedconcepts and he theoretical foundation part including Ausubel’s Meaningful ReceptionLearning Theory, Constructivism and Second Language Acquisition Theory to get a profoundrevelation for primary English situation teaching. Chapter IV includes research object andresearch methods. Chapter V is current situation and analysis of situational teaching Englishin primary schools. It finds that the primary school English teachers’ understanding, attitudesand problems in practice, provides empirical material below and lay the research foundationby the questionnaire, as well as the observation of investigation and study. Chapter VI putsforward the effective strategies according to the studies above. It comes by four aspects:situational creating should be in line with the students’ cognitive level, different teachingmethods, rational organization of cooperative learning groups and teaches’ feedback to helpteachers improve classroom teaching and teaching effectiveness. Chapter VII shows theconclusion of the research. It shows the shortcoming of the research and the hopefulexpectation of the Situational language teaching in the primary school in the near future.