A Study On The Application Of Situational Teaching Approach To English Teaching In Secondary Vocational School

In recent years, with the increasing high school’s enrollment, the overall qualityof secondary vocational school students is generally poor. Therefore, the secondaryvocational school English teaching is facing many difficulties. Overall, these students’English level is relatively weak, with poor enthusiasm and initiative of learningEnglish. Moreover, their confidence is generally not strong. In addition, most of thestudents do not pay much attention to study English. This has put forward higherrequirements for secondary vocational schools English teaching. Generally speaking,the interest is the best teacher. A strong interest can stimulate students’ strongmotivation for learning. Therefore, in recent years, many teachers in secondaryvocational schools begin to actively promote the situational teaching method inEnglish teaching process.Situational teaching method is to create vivid and concrete situation in theclasses. Therefore, teachers should consciously create scenarios and vivid scenes tosimulation teaching motivation. With the simulation scene, students will moreactively participate in the English learning. So, the students’ ability in commandingand applying the language will be greatly improved. In English teaching, teachersshould try to create more scenarios, which will render students to fully use thelanguage material, so as to make students form the ability of using English.The purpose of this study is to detect the effects of situational teaching on thesecondary vocational students English learning. In this experiment, the authorselected two parallel classes, with thirty-one students in each class has. Among them,one class of students was taught with the existing teaching method, while situationalteaching method was applied for another class of students. All the students had thesame questions and tests. After post-test, some of the experimental students wereinterviewed. Then the author collected their accomplishments, and used SPSSsoftware to statistically analyze their scores. After a year of teaching experiment, theauthor found that English achievement and learning interest for students of the experimental class were improved greatly, while the control group did not showsignificant changes. This study proves that, for secondary vocational school students,situational teaching can be very good to stimulate their interest in learning and thenimprove their English achievement. On this basis, the author puts forward suggestionsfor English situational teaching in secondary vocational schools.This paper is divided into six parts. Chapter one mainly introduces the researchbackground, the theoretical basis of this study, research purpose, research significanceand the structure of the paper. In the meanwhile, it also briefly introduces thedomestic and foreign English teaching method application. The second chapter brieflyintroduces foreign English teaching history and describes the current study onsituational English teaching. The third chapter shows the theoretical basis of the thesis.The fourth chapter expounds the main research methods, research object, as well asresearch process. The fifth chapter mainly focuses on how to develop the SecondaryVocational School students interest in English. Moreover, according to the results,the author makes critical analysis and evaluation of the experimental process and theexperimental results. The sixth chapter analyzes the significance of the research onteaching. Based on the experimental analysis, the author also proposes suggestions tobetter cultivate students interest. Finally, the shortcomings of the study and the futureresearch topics are put forward.