A Study On The Application Of Situational Teaching Method To English Vocabulary Teaching In Junior High School

Vocabulary teaching is an important part of English teaching.However,no matter in vocabulary learning or vocabulary teaching,many problems are encountered,such as forgetting words after memorizing,lack of vocabulary memory skills,single vocabulary teaching method,boring vocabulary classroom,and so on.To solve these problems,linguists put forward the theory of applying situational teaching method to vocabulary teaching,to improve students’ interest in vocabulary learning and enrich English vocabulary classroom teaching methods.This study adopts the mixed research method of quantitative and qualitative research to study the promotion effect of situational teaching method on junior high school students’ English vocabulary learning.The author selected two classes of students in the first grade of a junior high school in Nanchang as the research object to carry out a four-month teaching experiment,one of which was an experimental class,which used situational teaching method to teach vocabulary,purposefully created some vivid situations to carry out teaching and learning in situations;The other class is the control class,which teaches vocabulary according to the traditional method.The teacher presents and reads words in class,and the students recite words after class.Before and after the experiment,questionnaires were used to investigate the changes in students’ vocabulary learning from two dimensions of learning interest and learning strategy.While the experiment,two different teaching methods were adopted to teach vocabulary in two classes,and classroom observation was used as a supplement.After the experiment,students’ academic performance was compared through another test.In order to support the results of the questionnaire and test,10 English teachers from the school and 6 students of different learning levels from the experimental class were selected to conduct in-depth interviews on the experimental effect of the situational teaching method.Experimental data were collected truthfully and analyzed by SPSS21.0.The analysis results show that,first of all,students generally have the problem that words are difficult to remember and easy to forget.Teachers can’t use situational teaching method to teach vocabulary freely.Secondly,students are willing to accept situational teaching method for vocabulary teaching,which enhances classroom participation and improves their interest in learning.Furthermore,through the analysis of post-test data,the situational teaching method can significantly improve students’ English learning performance.Through the experimental results,the following enlightenment can be drawn:vocabulary teaching in a certain situation can stimulate students’ interest in learning and improve vocabulary learning efficiency.The teaching situation created by teachers should take into account the learning foundation and understanding ability of excellent,middle,and underachievers,create situations that are easy for most students to understand and accept,maximize students’ learning enthusiasm,make full use of multimedia resources and visual aids,and create vivid English classes,so that students can better perceive and experience,gain participation and enhance self-confidence.