A Study Of Situational Teaching Method In Arousing Secondary Vocational School Students，English Learning Motivation

Motivation is original impetus of all activities. It is also impetus to drivestudents to learn. So, learning motivation is always regarded as one ofimportant variables to influence score of students. It has been long time thatthe researchers of English-learning have done a great deal of research. Theyhave done classification from different angles. The classrooms are majorlocations of learning English. The teaching is major methods to motivestudents to learn English.Research targets on motivation are mostly students of ordinary middleschool or university. Few studies on the motivation of secondary vocationalstudents have been done. To attract students, each secondary vocationalschool in combine with the characterization of local enterprise and their ownmajor collaborates with local big and famous enterprises and provide manyjob opportunities and different type of work. Furthermore, they alsoencourage students to further study to gain higher diploma. Despite this, theinvestigation that the author has carried out on the students’ learningmotivation of No3secondary vocational school has presented instance ofEnglish classroom teaching. At present, the students of secondary vocationalschool have not enough interest on English-learning. They have nosuccessful experiences during previous English-learning. In addition, theyare self-contempt lack of self-confident and not satisfied with singleclassroom teaching. So，the problems that we face are how to motivate theEnglish-learning interest of secondary vocational students and inspire theirEnglish-learning motivation.The author combining the theory of learning motivation and thesituational teaching with my own teaching experiences provides newteaching mode of secondary vocational English classroom teaching. At the same time, the author illustrates the strategy of inspiring the learningmotivation using situational teaching: l)building the instance of the questions,inspiring the curiosity;2)Making students collaborate with others, discussingand solving the questions;3)changing the part between teachers and students,building the harmonious relations between teachers and students;4)buildingsuccessful experience opportunities, enhancing the self-confidence of thestudents;5) Feedback time, Analyzing the relations between work hard andthe results.The author has carried out many experiments in the past one year by usingsituational teaching method in experimental class, while using traditionalclassroom teaching in control class. Through comparing and analyzing thescores of English exams and the classroom teaching effects, the author hasdiscussed the feasibility of situational teaching method to inspire learningmotivation. The experimental results demonstrate that implementing thesituational teaching method can obviously promote learning motivation ofsecondary vocational students and improve the scores of English exams.