A Research On The Application Of Situational Teaching Method Into English Grammar Teaching In Junior High School

As a vital component in language,grammar is the key to advancement in the application of the English language in junior high school.Students tend to find it tedious when grammar is explained rigidly,taught mechanically through repeated practice.Therefore,the author tries to apply the situational teaching method in grammar teaching to place students in situations to learn.So,the author hopes to stimulate students’ positive affective states in English grammar learning in the relaxing and harmonious learning atmosphere,to recognize the communicative role of English grammar,to improve their English grammar use achievement.Based on Krashen’s input hypothesis and situational cognitive theory,situational teaching is applied in junior high school English teaching with the method of “observing the grammar phenomenon,exploring the grammar structure,practicing in situation,promoting and consolidating”.Authentic situations,social situations and topical situations are created through multimedia images,video,sounds,group activities,games,and stories.About the research methods,the author adopts questionnaire,interview and test.The research subjects are from the 9th Grade in Laibin Minzu Junior High school.The positive affective states questionnaire is developed from Yuan Qingzhen(2020)’ s Affective States to English Grammar Learning and Teaching Questionnaire.The four dimensions in the questionnaire of positive affective states are interest,confidence,attitude to learning difficulties and being satisfied with class.The grammar use test questions of both pre-test and post-test are chosen from the recent five years of senior high school entrance examination to ensure the consistency in difficulty.By using SPSS 27.0 to analyze the data obtained in the experiment,this study answered the following two questions:(1)Has the application of situational teaching method into grammar teaching strengthened students’ positive affective states in grammar learning? If yes,and how?(2)Has the situational teaching method helped to improve students’ grammar use achievement? If yes,and how? The results of the research are the following:(1)The application of situational teaching method into grammar teaching has strengthened students’ positive affective states in English grammar learning.Among the four dimensions,students’ being satisfied with the English class has been improved the most,then students’ interest of learning grammar is the second,confidence of learning grammar is the third,and the last one is attitude to learning grammar difficulties.(2)The application of situational teaching method has improved the students’ English grammar use achievement significantly.According to the research results,the author proposes the following implications for how to apply situational teaching in grammar class:(1)Creating grammar learning situations according to teaching contents and teaching goals.(2)Teaching grammar on the basis of students’ individual differences.(3)Creating real life situations in teaching grammar.(4)Conducting more group work in teaching grammar.