A Study Of Application Of Situational Teaching Method In English Vocabulary Teaching In Primary School

English vocabulary is an essential part of English teaching,and the effectiveness of vocabulary teaching is related to the achievement of foreign language learning goals.With the implementation of the new curriculum reform,the status of vocabulary teaching is increasingly prominent.However,vocabulary learning can be a significant challenge for students.To address the problem of single and ineffective vocabulary teaching,this paper applies situational teaching method to primary school English vocabulary teaching under the knowledge of situational cognitive theory and constructivist learning theory,guiding students to build vocabulary in specific contexts so that they can understand the meaning of words and master vocabulary through situational teaching method which is important to improve the quality of learning.This study focuses on vocabulary teaching,and the experimental subjects are two classes of the fifth grade in Zunyi S primary school.Class A is the control class,and class B is the experimental class,which is taught by the same teacher with the same teaching materials and at the same pace.The control class uses the traditional vocabulary teaching method,in which the teacher leads the vocabulary reading,then shows the key vocabulary and its usage in the multimedia,and finally explains the vocabulary in the text.The experimental class uses the situational teaching method,creating a context according to the theme of each unit and going through vocabulary activities and tasks in situational teaching.The test and interview data of the two classes are collected,the questionnaire data of the experimental class are collected,and these data are compared and analyzed to discuss the following two issues: first,the problems presented by the application of situational teaching method to English vocabulary teaching in primary school.To address this issue,this experiment summarized the problems that emerged after applying the situational teaching method to vocabulary teaching through pre-experimental questionnaires,interviews,tests and practical teaching;second,exploring improvement strategies and ways in response to the problems presented.Through a semester of experiments,in response to these problems,optimal strategies for improving the situational teaching method to primary school vocabulary have been summarized.The findings of this paper are as follows:(1)To apply the contextual teaching method to elementary school English vocabulary teaching,it is necessary to grasp the student-centered teaching principle,stimulate the students’ main position,and focus on the interaction in the teaching process.(2)Situational teaching method has a positive effect on students’ learning vocabulary and can stimulate students’ motivation and classroom participation.(3)After a semester of study,students’ vocabulary memorization methods have been innovated and their level of flexible use and usage of vocabulary has been improved.(4)The application of contextbased vocabulary instruction in elementary schools improved the excellence and pass rates of the experimental classes.This study shows that using situational teaching method in primary school vocabulary teaching can improve students’ interest in learning as well as their vocabulary use ability.However,this experiment also has shortcomings such as short period and small sample size;therefore,whether the results of this study are applicable to other teaching objects and teaching environments needs to be further explored.