A Study On The Application Of Situational Teaching Approach To The English Grammar Teaching In Rural Junior High Schools

Situational teaching approach(STA)has been widely applied in English oral and reading teaching and confirmed to be effective.This research tries to apply STA in grammar teaching in rural junior high schools to explore the effects and the problems in English grammar teaching and try to find the solutions.It mainly takes Krashen’s monitoring theory and situational cognitive learning theory as the guiding theoretical foundations to study three questions: 1.What is the effect of STA in grammar teaching in rural junior high schools on cultivating students’ interest in grammar learning,activating classroom atmosphere and strengthening interaction between teachers and students? 2.What role does STA play in improving students’ comprehension of sentence grammar and discourse comprehension in grammar teaching in rural junior high schools? 3.What are the problems of STA in the practical application of grammar teaching in rural junior high schools?In this research,the author conducted an experiment lasted for almost 21 weeks,and selected 80 students from two parallel classes in a rural junior high school in Jiujiang in Jiangxi province as the research subjects,including 40 students respectively.Before the experiment,there were pre-test and pre-experiment questionnaires provided for those students in two classes.It indicated there was no significant difference in grammar ability.In the process of experiment,one class was considered as experimental class(EC)applied STA,while the other one was served as control class(CC)where the traditional teaching method is involved.What’s more,this study adopted mixed research method.The experimental data consisted of questionnaire survey,students’ grammar tests,record of classroom observation and interview.At the end of experiment,the collected data were processed and analyzed by EXCLE and the Statistic Package for Social Science(SPSS)26.0.The results of the experiment show that the application of STA in rural junior high school English grammar class made the class more active,promoted the communication between teachers and students,and alleviated the students’ fear of difficulty in grammar learning to some extent.What’s more,STA has obvious advantages in grammar teaching in rural junior high school and in improving students’ comprehensive ability of grammar.However,in the process of using STA,there are also some problems,such as weak interaction of situation,confusion of classroom order,insufficient guidance of activities,lack of correct evaluation,lack of attention to students differences,lack of time for students to think and display,failure to give full play to students’ subjective status and lack of actual effect of situation group cooperation.In the future teaching,we must take measures to avoid the problems above to bring the maximum effectiveness of situational grammar teaching into play.