A Survey On The Application Of Situational Language Teaching Method In Junior Middle School English Classroom

The Situational Language Teaching Method is commonly used in junior middleschool English classroom at present. Researchers and teachers at home and abroad paymore and more attention to Situational Language Teaching Method in English teaching inrecent years. The development of teaching material and teachers’ roles are emphasizedabroad. The domestic researches focus on the discussion of the use of Situational Teachingwhen teaching Chinese in elementary schools. The researches of Situational LanguageTeaching in English are mainly about how to use Situational Language Teaching toimprove student’ s ability of mastering language skills and language knowledge and how tomaster the principles of creating teaching situations, methods and strategies. According tothe contents of teaching, creating certain teaching situations in English classroom is helpfulto inspire students’ emotional experience, improve interest, and enhance initiative in theinteraction of classroom activities in learning English. Thus it can improve teachers’English teaching efficiency.The questionnaires were given out to the teachers and students in Wenxuan MiddleSchool and NO.4Middle School of Liaocheng, Shandong province and the investigationwas about the application of Situational Language Teaching Method in junior middleschool. This paper randomly chooses198students and24teachers from Wenxuan MiddleSchool and201students and24teachers from NO.4Middle School to have questionnairesand interviews. And they represent the different levels of the students, which can improvethe credibility of the results. This study tried to reach several questions:（1）the use ofSituational Language Teaching Method of teachers in junior middle school;（2）students’attitudes towards Situational Language Teaching Method（;3）the different contents teachersand students think the method applied for.The results of the research suggest that most of the teachers know a little aboutSituational Language Teaching Method, but they don’t use it very often. Students areinterested in the teaching method in class. However, there is much difference between teachers and students on the contents of Situational Language Teaching Method applyingfor. Through the analysis of the questionnaires, the problems of the method are found outand the possible reasons are also analyzed. Through the research, the features of thismethod in middle school are summarized: English-Chinese bilingual language is the majorlanguage in classroom; Students in junior high school have a preference to the forms ofsituational language teaching; there is much difference between teachers’ application ofSituational Language Teaching Method and students’ expectation towards this method.Based on the data analysis and interview, some teaching suggestions are then given:English teachers should learn more about Situational Language Teaching Method to attractstudents’ involvements in the situational activities and lighten up situational languageteaching in classroom; use the forms of the method selectively and strengthen interactionbetween teachers and students to optimize the effect of Situational Language TeachingMethod.