| In Chinese senior high school, vocabulary teaching is the foundation of the whole English teaching. With the issue of the New Curriculum Standards, a higher requirement has been put forward for students. However, the current situation of teaching allows no optimist, there are so many problems. For instance,students have difficulty in memorizing the words, vocabulary class is boring, and teaching effectiveness is low, etc.Under the situation, the author tries to apply situational teaching method to vocabulary teaching based on constructivism learning theory, Situated Cognition Theory and Krashen’s Monitor Model. Recently, this model has a rapid development in the teaching field, but the researches on using situational teaching method in vocabulary teaching are few. Therefore, this paper aims to study on the effectiveness and feasibility of applying situational teaching method to English vocabulary teaching in senior high school.The research intends to answer the following two questions: 1) Can the Situational Teaching Method cultivate students’ interest in vocabulary class? 2)Can the Situational Teaching Method improve students’ vocabulary achievements in the examination?During the experiment, the author chooses 72 students as the subjects. They are from Class 3 and Class 4 in grade two in 176 high school of Shenyang.Between the two classes, class 3 is experimental class which adopts situational teaching method to teach, and class 4 is controlled class that applies traditional teaching method to teach. By comparing the results of questionnaires and tests,and recording the content of interview, the effectiveness of situational teaching method in teaching would be investigated.The results of the data analysis indicate that the application of situational teaching method to vocabulary teaching can not only strengthen students’ interest to learning words, but also improve their academic performance. Situational teaching method is effective for English vocabulary teaching in high school. |
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