The Research Of Situational Teaching Approach For Primary School English From The Perspective Of Intercultural Communication

English,as an international language,is the most widely used and one of the most important tools of interpersonal communication which determines that the English language is communicative.‘English' means not only the characters of the language,but also the long history of language development,the deep connotations and culture inside.Therefore,as a linguistic discipline,the objectives of English subject include the understanding,mastering and flexible using of words and sentence patterns;meanwhile,the evaluations also concentrate on students' awareness and competence of intercultural communication,and their perception,understanding together with the acceptance of the English language.The researcher tries to study various kinds of Chinese and foreign literature,and deeply study the theories related to intercultural communication,then list the obstacles during the process of intercultural communication considering the practical learning performance of specific students.Afterwards,this research expounds the basic meanings of situational teaching approach,usages of this approach in classroom teaching and its positive significance.Examining situational teaching approach for primary school English from the perspective of intercultural communication,the researcher firstly gets to know the necessities of culture introductions in English teaching.The necessities,on one hand,are that the cultivation of intercultural communication competence relies on the implements of situational teaching approach for primary school English;on the other hand,this approach promotes the students' intercultural communication competence.Secondly,the author explores proper ways of introducing culture during teaching.Based on the inner connection of intercultural communication perspective and situational teaching approach for primary school English,the researcher illustrates several principles of planning certain teaching one by one.And then the author summarizes the methods with real examples that could easily be understood in order to give suggestions to the teachers.After the study of real teaching examples,the researcher analyses the planning intentions of different parts in detail and gives instructions in order to change the theoretical research into practical guidance;to cultivate students' awareness of intercultural communication more effectively;to promote the natural occurrences of intercultural communication;to improve students' intercultural communication competence and finally increase the effectiveness of teaching.Based on the above study,the researcher did a further experimental study,which includes a pretest exercise and a posttest exercise,records of students' classroom intercultural communication frequency through classroom observations and a questionnaire among all the students in the two classes.By doing these,the author can examine whether students' learning interests are really enhanced,students' accumulation of English language is compacted and their intercultural communication competence is improved.It is obvious that the author gets the positive answer.The empirical study confirms the positive significance of this exploration,and provides guidance for the later teaching,while the researcher would certainly encounter with bottlenecks and difficulties,and also need to study and explore in order to do better continuously.