The Practices And Thoughts On The Situational Method In Teaching Chinese As A Foreign Language,Based On The Pratices Of DeeBuk School In Thailand

Situational Method has been adopted by the British foreign language teaching circle from the beginning of the1960s. Till present, it has been widely applied in the teaching of foreign language. To compare it with the traditional methods, Situational Method emphasizes more on the mastering of ability and acquire the language in the situation in addition to emphasize on teaching the students to master the structure of language. The students can master and learn the language more actively in the teaching scenario which are created by the teachers, and then apply the language into actual life. To teach the language by the situational approach in the foreign language class, on the one hand, it is good to cultivate the students’ perception. On the other hand, it can enable the students to acquire the language and cultivate the ability of communication.This paper starts discussion on the Situational Method and introduces the definition of this theory and the application in the practices. In addition to these, it introduces several other related several teaching approaches. Such as:Thematic Approach, task-based approach and interactive strategy. These approaches have close relationships with the situation in the situational method. The teacher teaches the language by applying the teaching method through creating situations. However, each theory are not isolated but can be integrated. In the practices, this paper introduces the concept and practical situation of thematic approach. The foreign language teaching itself is to teach language to the students thus to let the students to apply it into daily life. Therefore, the teacher sets the theme and creates the language environment and then to conduct teaching in the teaching process. The purpose is to cultivate students’ ability of communication and promote the acquirement of language. This paper summarizes a series of teaching cases according to the theory and practical experiences and analyzes the principle of class content and teacher’s behavior. The purpose is to enable the situational method and related theory can be applied into the actual teaching process by more and more people. This paper introduces the Chinese teaching background, the situation of teachers and students of DeeBuk middle school, Phang Nga, Thailand and also the teaching combining various teaching methods to help the students to learn Chinese better.This paper analyzes the application of situational method from two aspects such as theory and practice and exploit its feasibility and as well as to build various links in the teaching practices of Situational Method and relative theories.