A Study On The Application Of Situational Language Teaching In English Class Of Middle School

Under the influence of traditional pattern of English teaching and learning, a large number of learners pay special attention to reading skill and writing skill only, greatly ignoring listening and speaking skills. The case is same with most middle school students at present. Under the pressure of both strenuous homework and a strong desire to be enrolled by a key high school, the students are far from sound development of English comprehensive ability. It is why most of them are usually called "deaf-mutes" in English learning. Under such a circumstance is the traditional way of English teaching and learning being badly challenged. However, some experts and teachers start to fix their eyes on other teaching and learning methods which can make the process efficient and can train students’various comprehensive lingual performance to the largest extent. The Situational Language Teaching has been gradually introduced into English teaching in middle schools. It is a method in which a teacher must create various situations according to different teaching contexts for his/her students to get a better understanding, to gain a sound mastery of knowledge and skills, and above all to develop their ability of thinking. The creation of situations are involved with many kinds of devices in teaching such as sound, pictures, games and other activities, which can combine learning act with activities and emotions and definitely explore students’ sensory organs. The Situational Language Teaching can also be applied to language teaching and learning. In the past decade with the effort of some experts and teachers, this kind of teaching method has "been used in language teaching even English teaching, and some achievements have been gained.As an English teacher in Middle School, the author knew well that English teaching at present stage is very crucial to that in the future. Based upon the theory of Situational Method, this thesis tries to analyze its cognitive feature and constructive feature, prove its feasibility and its specific applications to English teaching of Junior Middle School. Additionally, this thesis tries to do sample analyses in the following four fields in English teaching, that is, listening, speaking, reading and grammar. This thesis can get the conclusion that Situational Method can be made used of in English teaching and learning in Middle School and it should be widely used. This thesis wants to bring some implication to English teachers in Middle School that Situational language teaching can be carried out in reality rather than be taken as a fantasy.