A Study On The Application Of The Situational Teaching Method In English Grammar Teaching In Senior High School

In foreign language teaching, the value of the existence of grammar has been always the bone of contention, which mainly shows in two aspects:the position and importance of grammar in teaching and how to present and practice grammar. Although the views on the value of grammar vary, there is no denying that grammar is of great importance in English teaching and learning.In the practice of new curriculum, grammar teaching is still a teaching goal that must be paid close attention to. As is known, the traditional way of English grammar teaching in high school usually focuses on the grammar rules. Students practice the form of the grammar items again and again by doing a lot of exercises and most of them aim at doing the exercises correctly, but don’t know whether it is appropriate or not when using a grammar item. It’s difficult for these students to use the grammar knowledge. Now there are many teachers trying some new grammar teaching methods, making great efforts to create teaching activities and situations in order to arouse students’interest in learning grammar. However, they are too concerned with the design of the activities to neglect the necessity of sorting out the grammar knowledge, as a result of which the teaching is not that effective and efficient. As for the situational teaching, teachers’ understandings differ from person to person, but how to help students discover knowledge and apply knowledge becomes the most important matter for the front-line teachers.In order to find the solutions to the problems mentioned above, the author carries out a study on the application of the situational teaching method in English grammar teaching in senior high school. Based on the analysis of the situational teaching method,This paper analyses the English grammar learning situation at present in the senior high school where the author is working, that is, Shan Wei School of The Affiliated High School of SCNU. The author also conducts an experiment among the senior high school students by applying the situational teaching method to English grammar classroom teaching from October,2014 to May 2015. After the data of the questionnaires before and after the experiments and the data of the pre-test, mid-test and post-test are collected, the author makes an analysis and finally proves that creating different situations in classroom grammar teaching can stimulate students’emotional experience, and arouse their interests and enthusiasm in learning English grammar. Students are more willing to participate in the classroom activities, learn the grammar knowledge and use what they learn to express their opinion. If the situational teaching method is properly used, it can help students realize the fact that grammar is closely related to English listening, speaking, reading and writing, which can help students learn and use English. It also helps to make the classroom teaching effective and efficient. Therefore, it can contribute to students’ English grammar learning and improve their English scores. This study is of great value to the front-line teachers in this area as the English education in Shanwei, Guangdong Province always lags behind other cities. The study can also encourage these teachers to apply the situational teaching method to their classroom grammar teaching, which may help to improve their teaching efficiency and improve the English education in Shanwei accordingly.