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情景教学法在中学英语口语教学上的应用_毕业论文

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2021-01-14 17:48
tags:英语教学法论文题目

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2021年1月14日发(作者:严英)


本科生毕业论文(设计)册












学院 XXX学院
专业 英语教育
班级 XXX级英语教育X班
学生 XXX
指导教师 XXX



XXXX大学本科毕业论文(设计)任务书
编 号:
论文(设计)题目: 情景教学法在中学英语口语教学上的应用
学院: XXX学院 专业: 英语教育 班级: XXX级英语教育X班
学生姓名:XXX 学号: XXXXXXXX 指导教师: XXX 职称: 教授

1、论文(设计)研究目标及主要任务
本论文的研究目标是总结有关中学英语口语 教学以及情景教学法的国内
外研究及其在中学英语口语教学中的应用。其主要任务是通过分析情景教学< br>法的作用指导中学英语口语教学。

2、论文(设计)的主要内容
本论文分为四章,第一章介绍该研究的背景、目的及论文的设计,第二
章介绍口语教学的国内外研究,第 三章介绍情景教学法的国内外研究,最后
一章讨论了情景教学法在中学英语口语教学上的应用。

3、论文(设计)的基础条件及研究路线
本论文的基础条件是不同的语言学家及教育学家对情景教学法的研究结
果。
研究路线 是对情景教学法的应用从不同的角度进行阐述,并将其分别应用
在中学英语口语教学实践中。

4、主要参考文献
Krashen, S.D. 1982.
Principles and Practice of Second Language
Acquisition.
Oxford: Pergamon Press.
Nunan, D. 1989.
Designing Tasks of the Communicative Classroom.
Cambridge:
Cambridge University Press.
杭理. 2009. 初中英语口语教学现状与研究策略.《考试周刊》第40期, 123-25.
龙文珍. 2003.《中学英语情景教学的设计与运用》. 上海: 华东师范大学.
李吉林. 2006.《情境教学实验与研究》. 北京: 人民教育出版社.
5、计划进度
阶段 起止日期
1 确定初步论文题目 3月16日前
与导师见面,确定大致范围,填开题报告和
2 3月16日-3月23日
任务书,导师签字
3 提交论文提纲 3月23日-3月30日
4 交初稿和文献综述 3月30日-4月20日
5 交终稿和评议书 5月8日前

指 导 教师: 年 月 日
教研室主任: 年 月 日
注:一式三份,学院(系)、指导教师、学生各一份

XXXX大学本科生毕业论文(设计)开题报告书

XXX

学院 英语教育 专业 2XXX 届
学生
姓名
XXX
论文(设
计)题目
情景教学法在中学英语口语教学上的应用
指导 专业 所属教英语高年研究方
XXX XX 英语教学法
教师 职称 研室 级教研室 向


课题论证:从国内外各个研究等方面论证情景教学法的作用及其在中学英语口语教学中
的应用。

方案设计:第一章介绍该研究的背景、目的及论文的设计,
第二章介绍口语教学的国内外研究,
第三章介绍情景教学法的国内外研究,
第四章讨论了情景教学法在中学英语口语教学上的应用。

进度计划:3月16日前确定初步论文题目
3月23日前写开题报告、任务书
3月30日前提交论文提纲
4月20日前提交初稿和文献综述
5月8日前交终稿和评议书
指导教师意见:







指导教师签名: 年 月 日
教研室意见:





教研室主任签名: 年 月 日

XXXX大学本科生毕业论文(设计)文献综述

Literature Review
Spoken language was the most frequently used communication tool for
humans. Teachers in middle schools should attach importance to oral
English teaching and improve the students’ communicative ability (Zhu
Minghui, 2009).
Oral English has some features. Firstly, external language expression
and internal language thinking are synchronous. Secondly, spoken language
is situational. Even for the same topic and content, there are different
expressions. Thirdly, spoken language is loose. In order to make the
listener understand easily, people tend to use simple structure (Zhou
Xiaoqing, 2012).
Oral English teaching is a curriculum which let students learn spoken
knowledge and skills. Oral English teaching is an element of English
teaching. Through the teaching students can communicate with others in
English (Guan Xulan, 2011).
Oral English teaching has some theoretical bases.
Firstly, cognitive learning theory is to explore the law of learning
theory through studying the cognitive process. It insists that human is
the subject of studying and learn actively. At first, activity is the
medium of people’s knowledge of the external world. The purpose of
education is to make students create not repeat. (Jean Piaget, 1970)
Secondly, second language acquisition is also the basis of oral
English teaching. n’s language acquisition theory includes
five hypotheses: the acquisition-learning hypothesis, the monitor
hypothesis, the input hypothesis, the affective filter hypothesis and the
nature order hypothesis. In n’s mind, only when learners get
comprehensive input which is a little higher than his or her present
language level and learners can focus his or her attention on

comprehension of meaning not form, can the learner gain language
acquisition. If the present level of learners is called “i”, the input
“i + 1” can improve the learners’ acquisition.
Thirdly, the theory of constructivism is of instructional effect to
oral English teaching. Constructivism is a branch of cognitive psychology
school. One of its key concepts is schematism which refers to perception
of understanding and ways of thinking. Schematism is the origin and core
of cognitive structure or the foundation of people getting knowledge of
events.
In recent years, scholars in China have done a lot of researches in
oral English. In the 1990s, the scholars have explored the situation and
problems of oral English teaching from the perspectives of culture shock,
teachers’ quality, emphasis degree and students’ psychological
barriers, etc ( Kang & Lu, 1998). Wen (2001) and Liu (2002) have carried
out surveys and gave suggestions for the theory and practice of oral
English teaching from the backwash effect of the National Spoken Test.
Yang (2002) has called for the evaluation of

oral proficiency, careful
actions in the design of tasks and the application of communicative
strategies as well as for the balance between the time distribution of
peer talk and teacher talk, between the center on form and on meaning.
Actually listening, speaking, reading and writing are inextricably
linked. One of the main teaching principles of Communicative teaching
methodology is to regard the skills of listening, speaking, reading and
writing as comprehensive language activity and put speaking and reading
and writing in the equally important places (Zhao, 2011).
American social linguists Hymes have put forward the concept of
“communicative competence” according to Chomsky’s linguistics
competence. Communicative competence could be understood as the
application of potential language knowledge and ability. In Hymes’ mind,

communicative competence should consider four aspects. Firstly, the
speaking should be grammatically correct. That is right in form. Secondly,
the speaking should be suitable. Thirdly, the speaking should be
appropriate. Fourthly, the speaking should emerge in real life.
In the twentieth century, Baker (1924) has suggested that English
teaching should include not only grammar and writing but also language
as a tool for communication in the social context. Ortega and Norris both
have paid attention to issues about oral production. Ortega has offered
a different view of relationship between projecting and second language
oral production from the standpoint of art. She calls for multiple sources
of data and analysis to make guidance for second language use inside and
outside the classroom.
It is remarkable of the number of creative activities designed by
many scholars over the last fifteen years. These activities are useful
to improve learners’ communicative competence and they have changed the
teaching of oral skills (Kransch, 1993). He emphasized the great
importance of oral English and appreciated the development of oral English
teaching.
According to English scholar Hornby’s thoughts (1981), situational
teaching approach means that the teachers create some concrete and vivid
teaching situations purposefully during the class to help the students
gain knowledge and develop skills. He insisted the teachers should
introduce new vocabulary and sentence structure to the students first to
prepare for understand the article and then deal with the article when
they apply the situational teaching approach.
Yu Yao (2003) expressed her idea about situational teaching approach.
Her definition about the situational teaching method originates from
Firth’s linguistic theory “language has its meaning according to
language background and context”. She has the opinion that the students

can express their ideas imitating the similar sentences in the situation,
communicate with other students emotionally and master language
structures.
Anderson (1996) have pointed out that the most obvious characteristic
of situational teaching approach is “to help the students to learn
language knowledge on the carrier of the true language situations”.
Specifically, Zhang Qingying (2005) came up with several features of
situational teaching approach.
Firstly, situational teaching approach has the characteristic of
audio-vision and vividness. Yu Yao (2003) thought “the situation is the
concrete scene and occasion where language exists”. Secondly,
situational teaching approach has the characteristics of symmetry of
emotion and perception. Zhang Qingying thought that learning process is
the process of interaction of students’ emotion and perception. Thirdly,
situational teaching approach has the characteristics of putting
education and enjoyment together.
In China, the situational teaching approach originates from
English
Language Teaching
established by Zhang Shiyi in 1948. Zhang Jianzhong has
also made contribution to the development of situational teaching
approach. Zhang Jianzhong and Yu Hongzhen (2000) thought situation is an
important factor that influences the effect of English teaching. Wang
Yanping and Zhang Jing (2003) have also explored the situational teaching
approach. In the article,
the Integration between Situated Cognition
Theory and English Language Teaching,
they pointed out that the students
should learn in real environment and learning tasks can not be far away
from true situations. Long Wenzhen (2003) also indicated that in concrete
situations students understand the passed information and their desire
of expressing their thoughts is inspired. Thus the ability of expressing
ideas using English is improved.

In foreign countries, linguists and educators have researched the
effect of situational teaching approach on teaching extensively and
deeply.
Dewey values situational teaching approach much. He is the first
person to use situational teaching approach in education. In his mind,
the process of teaching is the process in which teachers should create
situations to inspire students’ learning motivation. He has developed
the theory and practice of situational teaching approach.
Firth and Halliday (1974) researched situational teaching approach
in oral English class. They thought that situational teaching is to
present teaching materials by object, pictures, acting and multimedia.
It makes students get more perceptual cognitions and express and react
well outside the classroom.
Literature review includes reviews of oral English teaching and
reviews of situational teaching approach. It presents the definitions of
oral English teaching and situational teaching approach and some
researches on oral English teaching and situational teaching approach.
It is the theoretical foundation of the thesis.






题目:
本科生毕业论文设计
情景教学法在中学英语口语教学上的应用



作者姓名: XXX
指导教师: XXX
所在学院: XXX学院
专业(系): 英语教育
班级(届): XXXX届

完成日期 2013 年 5 月 8 日










The Application of Situational Teaching Approach
to Oral English Teaching in Middle Schools



BY
XXXX
Prof. XXXX, Tutor



A Thesis Submitted to Department of English
Language and Literature in Partial
Fulfillment of the
Requirements for the Degree of B.A. in English
At XXXXUniversity



May 8
th
, 2013




Abstract

With the globalization of the world economy, especially after China
joining the World Trade Organization, oral English becomes more and more
important in daily life and the work. However, in middle schools, the
students’ spoken English is poor and the oral English teaching has many
problems. In order to solve the problems, the author purposes that
situational teaching approach be used to improve the oral English teaching
in middle schools.
Situational teaching approach is not a new word. In recent years, many
educators have researched the teaching method which applies situations
to oral English teaching in middle schools. The author summarizes the
theories and researches on oral English teaching and situational teaching
approach and comes up with the measures and ways as well as the issues
teachers need to pay attention to when applying situational teaching
approach to oral English teaching. At the end of the thesis, the effects
of situational teaching approach on students’ overall language
proficiency and teachers’ skills are given. The teachers in middle
schools are encouraged to apply situational teaching approach to oral
English teaching, which can animate the class atmosphere and arouse
students’ interest and then improve students’ oral English.






Key words: Situational teaching approach, Oral English,
iii

Application



摘 要

随着经济的全球化,尤其是我国加入世界贸易组织后,英语口语在我们日常
生活 和工作中都越来越重要了。但是,我国中学生的英语口语水平普遍不高,英
语口语教学现状不太乐观。针 对这一情况,本文作者认为情景教学法对提高中学
生的英语口语有一定的帮助。
情景教学法并 不是一个新名词。近年来,对于如何将情景融入中学英语口语
课堂上,许多教育工作者都进行了积极的研 究和探索。本文作者详细总结了英语
口语教学和情景教学法的理论基础和各项研究,并把情景教学法应用 到中学英语
口语课堂上,提出了有效的措施和方法以及应该注意的问题。论文最后叙述了情
景教 学法对提高学生语言综合运用能力和教师水平的作用,并鼓励中学教师在英
语口语教学上积极运用情景教 学法,活跃课堂气氛,提高学生学习兴趣,进而提
高学生的英语口语水平。








关键词: 情景教学法, 英语口语, 应用
iv





Table of Contents

1. Introduction……………………………………………………………………….
1
1.1The background of the
study………………………………………………….... 1
1.1.1 The present situation of oral English teaching in middle
schools………. 1
1.1.2 The problems of oral English teaching in middle
schools……………….1
1.2 The purpose and significance of the
study…………………………………….3
1.3 The layout of the
thesis……………………………………………………….. 4
2. Review of oral English
teaching..…………………………………………………5
2.1 Spoken language and oral English
teaching………………………………….. 5
2.1.1 Definition and features of spoken
language…………………………….. 5
2.1.2 Definition and theoretical bases of oral English
teaching………………. 6
2.2 Researches on oral English teaching at home and
abroad……………………..8
v

2.2.1 Studies at
home…………………………………………………………..8
2.2.2 Studies
abroad…………………………………………………………...10
3. Review of situational teaching
approach……………………………………….13
3.1 Definition of situational teaching
approach…………………………………...13
3.2 Characteristics of situational teaching
approach………………………………14
3.3 Researches on situational teaching approach at home and
abroad……………16
3.3.1 Studies at
home………………………………………………………….16
3.3.2 Studies
abroad…………………………………………………………...17
4. The application of situational teaching approach in oral English
teaching…..19
4.1 Theoretical foundation of creating
situations…………………………………19
4.2 The principles of creating situations in oral English
class…………………… 21
4.3 The measures of creating situations in oral English
class……………………..22
4.4 The issue to
ponder…………………………………………………………….25
5.
Conclusion………………………………………………………………………...26
Bibliography…………………………………………………………………………2
vi

8
vii

1. Introduction

1.1 The background of the study
1.1.1 The present situation of oral English teaching in middle schools
For a long time, China's oral English teaching is still pent up by
the traditional teaching methods which pay much attention on grammar and
translation. Many teachers can skillfully recreate knowledge related to
the teaching material and effectively organize and control class
activities. However, the teachers lack strategies and methods of oral
English teaching. In many occasions, the teachers neglect the cultivation
of the students’ oral English communicative competence and they pay
little attention to oral English teaching.
As a result, although the students have a solid grasp of English
vocabulary and grammar, they can hardly express their ideas in English
in daily life. After the students are admitted to the colleges they have
dreamed of, they are at a loss in the class of the foreign English teachers.
Furthermore, after they enter into the society, they find they can’t do
anything with English they have mastered. It is so called “high grades,
low ability”. What the students have learned is “dumb English”. This
means that the students' English levels of writing and speaking are out
of touch.

1.1.2 The problems of oral English teaching in middle schools
There are some reasons and factors as to the reasons why the students
get the title “high grades, low ability”.
Firstly, oral English teaching is restricted by objective conditions.
Most of the middle school students learn English in the environment of
Chinese language. They communicate with each other in Chinese not English.
Apart from in several English classes they have during one week, the
1

students have little opportunity to get in contact with English. Even in
English classes, some teachers and students do not speak English. What
the students have learned about listening and speaking is limited. This
language environment seriously affects the development of the students
listening and speaking competence. At present, in most areas in China,
“small-class teaching” has not been achieved. However, it needs a lot
of practice to improve students’ listening and speaking competence. Each
student should have enough opportunity to practice the listening and
speaking ability. In most classes of the middle schools in China, there
are fifty to sixty students and the English levels are irregular. It is
difficult to organize effective oral training practice for teachers and
the students have little time to practice speaking. So the oral English
competence is difficult to improve. On the other hand, oral English
teaching needs the help of the original material and multi-media equipment.
Nevertheless, because of economic constraints, middle schools in under
developed areas can not afford the necessary hardware facility which also
hinders the students' oral English ability.
Secondly, both the teachers and students neglect oral English. Under
the consequence of exam-oriented education, lots of students have a wrong
idea that the purpose of learning English is to pass the exams and enter
colleges. Although, oral English test has been introduced into entrance
examination for secondary school and college entrance examination, the
results have little influence on students’ entrance to a higher school.
Some students even think that oral test is just a kind of form. It easily
makes middle school students think that it’s a waste of time to practice
oral English skills. In fact, there are many teachers also have that idea.
Even though some teachers recognize the importance of oral English, it’s
difficult to conduct oral English teaching activities under the pressure
of entrance to higher schools. Both teachers and students neglect oral
2

English training. In actual teaching process, the emphasis focus on
grammar and vocabulary and oral English activities in teaching material
can’t come into force. Hence, many students can’t speak English
fluently.
Thirdly, teachers’ concept about English teaching is obsolete and
their own oral English is not very good. English is a global language and
it’s served for communication. English teaching material is gradually
updating, but some teachers still observe the traditional teaching
methodology. They teach vocabulary immediately through dictation and
translation not through listening and speaking. The students can pass the
traditional examination easily while their speaking ability is restricted.
Teachers’ own quality is another important factor to influence the
students’ communicative competence. Some English teachers can’t
organize the class in English. They explain English in Chinese and only
pay attention to passing on knowledge. Other teachers just read the books
and can’t communicate with the students smoothly in English. Teachers
play a significant role in oral English teaching.
Thirdly, the students’ English levels are different and they have
mental obstacle. Some students are silent in daily life and the English
knowledge they master is limited. They can hardly speak out a complete
sentence in English even when they are given plenty of time. The students
can easily have mental obstacle and they are afraid of speaking wrongly
and being laughed at and criticized. They hardly speak English on their
own. Only a small part of students like to express themselves in English,
but they can’t change the atmosphere of class. As time passes, it will
block most students’ enthusiasm of speaking English and the students will
prefer to write English. That’s why a strange phenomenon exists in China
that although students have learned English from middle schools to
colleges, they don’t have effective communicative ability. This kind of
3

students can not adapt to the development of the society.

1.2 The purpose and significance of the study
Since China entered into the World Trade Organization, English has
become a worldwide language and people use English to communicate with
each other. So it’s crucial for teachers to improve students’ oral
English competence. In situational teaching approach, teachers set up
some authentic situations guiding into the teaching or make students
imitate some situations. Students are active when they are in concrete
and interesting situations, which makes the students positive and dynamic
and they will learn English by heart. Situational teaching approach is
a suitable teaching method to increase students’ interest because it
deals with the characteristics of middle school students.
The study aims to prove that it is useful to apply situational teaching
approach to oral English teaching in middle schools. In this thesis, it
will discuss how to apply situational teaching approach into oral English
teaching and what to pay attention to in teaching practice. So teachers
can teach oral English more easily and improve the students’ speaking
ability in future. Situational teaching approach is helpful to promote
students’ oral English. It also improves English teaching reform,
changes the traditional teaching methods and places students in a central
place. The students are the center of the class and it is beneficial to
students’ lifelong development and accord with the requirement of new
curriculum reforms to English teachers.

1.3 The layout of the thesis
The thesis is composed of five chapters. Chapter 1 is an introduction.
Chapter 2 is the review of oral English teaching. The definitions of spoken
language and oral English teaching are given. The researches on oral
4

English teaching at home and abroad are also discussed. Chapter 3 presents
the definition and characteristics of situational teaching approach and
some researches on situational teaching approach at home and abroad.
Chapter 4 is the important part of the thesis. It focuses on the
implementation of situational teaching approach in oral English teaching
in middle schools. It includes the theoretical foundation of creating
situations, which is composed of Noam Chomsky’s language acquisition
device and Krashen’s hypothesis of second language acquisition,
constructivism learning theory and schema theory, the principles and the
measures of creating situations and some issues teachers need to pay
attention to in the implementation of situational teaching approach in
oral English teaching in middle schools. Chapter 5 is a conclusive one.
It involves the effects and the importance of the implementation of
situational teaching approach in oral English teaching in middle schools.







2. Review of oral English teaching

2.1 Spoken language and oral English teaching
2.1.1 Definition and features of spoken language
Spoken language is the most frequently used communication tool for
humans. Every day people communicate with each other and exchange ideas
through spoken language. At first humans understand the world through
spoken language, too. It is the indispensable part in humans’ history.
5

Teachers in middle schools should attach importance to oral English
teaching and improve the students’ communicative ability (Zhu, 2009).
People use spoken language to express thoughts and ideas and spoken
language is a kind of oral communication activity. Learners obtain
knowledge and information through reading and listening. After thinking,
according to the original knowledge, people process and reorganize the
obtained knowledge, then speak out the new contents, thus accomplish the
communication process (Gui, 2009).
Oral English is relative to the written language. It includes two
aspects, listening and speaking, namely active oral speech and passive
oral speech. From the perspective of the cognitive process of language,
human learn to speak before write. Hence, learning English should learn
to speak first, that is learning oral English. However most of the English
learners study English through written English. Along with the progress
of the society and the frequent communication activity, oral English as
the most important international language becomes more and more active
on the international stage. Oral English competence is regarded as the
important reflection of humanistic qualities.
Oral English has some features. It’s helpful for teachers to
understand them and apply those to teaching. Firstly, external language
expression and internal language thinking are synchronous. Spoken
language is just to express what people think in their mind. Usually people
could hardly prepare every sentence. On most occasions, they speak while
think. Secondly, spoken language is situational. Even for the same topic
and content, there are different expressions. It is influenced by
situation. So when speaking, just think well and adjust the language and
speech rate. Thirdly, spoken language is loose. Short sentences and loose
sentences sometimes can be expressed by kinesics and their structures are
loose. Spoken language is impromptu. In the process of talking, people
6

respond immediately after the other side finishes his or her talking. In
order to make the listener understand easily, people tend to use simple
structure (Zhou, 2012).

2.1.2 Definition and theoretical bases of oral English teaching
Oral English teaching is a course of letting students learn spoken
knowledge and skills. Oral English teaching is an element of English
teaching. Through the teaching students can communicate with others in
English (Guan, 2011).
There are some relevant theories of oral English teaching.
Firstly, cognitive learning theory is to explore the law of learning
theory through studying the cognitive process. It insists that human is
the subject of studying and learn actively. The process of getting
information is the process of information interchange of perception,
notice, memory, comprehension and problem solving. People choose to
notice and understand the outside information. At first, activity is the
medium of people’s knowledge of the external world. The purpose of
education is to make students create not repeat (Piaget, 1970). So
encourage students to be concerned about life so as to gain insights and
inspiration in the learning process.
Secondly, the theory of second language acquisition is also the basis
of oral English teaching. Krashen’s language acquisition theory is the
most influential among all the research of second language acquisition.
It includes five hypotheses: the acquisition-learning hypothesis, the
monitor hypothesis, the input hypothesis, the affective filter hypothesis
and the natural order hypothesis. In Krachen’s mind, only when learners
get comprehensive input which is a little higher than his or her present
language level and learners can focus his or her attention on
comprehension of meaning not form, can the learner gain language
7

acquisition. If the present level of learners is called “i”, the input
“i + 1” can improve the learners’ acquisition. Students can get more
input in situational teaching which can improve students’ oral English
level. So in the class of oral English in middle schools, teachers should
let students contact with much comprehensive input in the environment of
feedback.
Thirdly, the theory of constructivism is of instructional effect to
oral English teaching. Constructivism is a branch of cognitive psychology
school. One of its key concepts is schematism which refers to perception
of understanding and ways of thinking. Schematism is the origin and core
of cognitive structure or the foundation of people getting knowledge of
events. In addition, learners gain their knowledge through certain
situations not from teachers. The essence of constructivist theory is to
require teachers not to ignore the dominant role of learners in the process
of oral English teaching. Scholars thought children construct the
knowledge of outside world and make themselves improved during the process
of interaction of surrounding environment. So in oral English teaching
class, teachers should respect and value the initiative of students and
give back students’ right of speaking. Meantime make students construct
relevant knowledge through patterns of cooperation and conversation to
improve the communicative ability.
Fourthly, the theory of success education also influences oral
English teaching. It aims at changing “loser” to “winner” and
acquiring success. It is a kind of novel education concept and pattern.
Generally the theory of success education has several aspects. The
students who learn difficultly are the same as other students. They have
great potential and their difficulty is temporary and can be overcome.
Students who have learning difficulty have formed the mind of failure.
They fail again and again during learning process, which leads to the lost
8

of self-confidence. Success education advocates producing opportunity
and conditions to succeed. Then change students’ inferiority complex and
mobilize their enthusiasm via the satisfaction after success. The
teaching process of success education is based on students’ reality to
adjust requirement and schedule. Success education insists on finding out
and confirming the progress and success of students. The purpose of
success education is the development of primary foundation and is to
pursue students’ integrated development. Train students to winners of
learning and prepare for being winners of society.

2.2 Researches on oral English teaching at home and abroad
English is one of the important curriculums for the basic education
in China. It’s important to improve students’ oral English ability
because there are more requirements in our society. The author summarized
the evolution of spoken language of second language in history and
different viewpoints about spoken language teaching on the base of
information in the books, academic papers and internet. The information
could give the teachers a clearer understanding for oral English teaching
at present. The teachers should apply suitable teaching methods and
feasible measures to enhance the students’ oral English communication
ability.

2.2.1 Studies at home
The traditional teaching method which puts grammar and translation
in the first place has impeded the improvement of oral English teaching
for a long time. In the traditional classes, the teachers are the center
of the class and the students are instilled in the uninteresting knowledge.
The teachers aim to pass on knowledge to the students. Teaching is regarded
as the process of giving and receiving. Many teachers who have put
9

themselves in the place of center for a long time are short of
object-consciousness and the concept of learner-centeredness. Some
teachers emphasize the teaching of language knowledge while despise even
ignore the students’ oral ability. Thus the result is the emergence of
“dumb English”.
In recent years, scholars in China have done a lot of researches in
oral English. In the 1990s, the scholars have explored the situation and
problems of oral English teaching from the perspectives of culture shock,
teachers’ quality and students’ psychological barriers, etc ( Kang &
Lu, 1998). Also some suggested solutions have been put forward. On the
base of the features of developmental phases of individual thinking and
the present situation of oral English teaching in China, Wen (1999)
discussed the importance and necessity of improving the learners’
thinking ability in the class of oral English teaching, and provided some
proposals on how to improve the students’ thinking ability. Wen
(2001) and Liu (2002) carried out surveys and gave suggestions for the
theory and practice of oral English teaching from the backwash effect of
the National Spoken Test. Furthermore, Wang (1999) discussed the
systematicness of oral English classes for English majors. In addition,
it is proved that developing learners’ communicative strategies and
pragmatic competence is of great importance (Wang, 2001, Gao, 2002, Feng,
2006). It results in fossilization through analyzing some viewpoints on
and ways of teaching spoken language. Yang (2002) called for the
evaluation of

oral proficiency, careful actions in the design of tasks
and the application of communicative strategies as well as for the balance
between the time distribution of peer talk and teacher talk, between the
center on form and on meaning.
Some scholars have also studied oral English teaching from the view
of linguistic theories not from the view of applied linguistics. For
10

example, it shows that the adverse application of the principle of
informativeness could increase the students’ interests in oral practice.
So it will bring about a better result in improving their own oral English
ability according to Song’ research (2000). And Xie (2003) explained the
theory of linguistic adaptation which was a newly-constructed pragmatic
theory. It has given enlightenment and guidance for oral English teaching.
Communicative teaching approach is accepted by most of English
teachers. This kind of method admits that language competence is the
ability to use language abiding by grammar norms and communicative
competence is the ability to use language correctly and properly according
to the language environment and the identification of the speakers and
listeners. The core of teaching and learning is the communicative function
of foreign language and its original impetus is the necessity of
communication in all aspects of social life.
Actually listening, speaking, reading and writing are inextricably
linked. One of the main teaching principles of communicative teaching
approach is to regard the skills of listening, speaking, reading and
writing as comprehensive language activity and put speaking, reading and
writing in the equally important places (Zhao, 2011).
In Altenberg’s (1988) research, most of the spontaneous speech is
realized by chunks of language stored in the memory. Chunk of language
is the characteristic of authentic language, while the traditional
teaching method which regards language as vocabulary and grammar ignores
the features of authentic language. At present, more and more scholars
think language output is brought about through chunks of language stored
in the memory and it does not always obey the grammar rules. The basic
unit of language is chunk of language not single vocabulary. The
researches of chunks of language have transformational impact on
language and language teaching. So the traditional view of treating
11

language as vocabulary and grammar is challenged. Chunk of language is
a kind of novel angle of view for people to learn language and teach second
language. Teaching of language chunk would be a new way to reform oral
English teaching (Zhao & Hou, 2008).
In oral English teaching classes, teachers are the leading factor and
students are the main body. Create good and pleasant atmosphere in class.
In this kind of class, the students are less nervous and would be in the
best state of learning. The atmosphere of democracy, relax and harmony
comes into being through longtime teaching practice. It is a process of
respect, communication and comprehension (Ding, 2003).
Scholars in China have realized the importance of oral English
teaching and students’ communicative ability. They encourage the
students to practice in class and do not regard them as passive receivers.
In addition, they offer some feasible suggestions. Nevertheless, these
suggestions are not very efficient and the consequence of oral English
teaching is not satisfactory. So it’s urgent for researchers to perform
a feasible research in oral English teaching.

2.2.2 Studies abroad
American social linguists Hymes have put forward the concept of
“communicative competence” according to Chomsky’s linguistics
competence. Communicative competence could be understood as the
application of potential language knowledge and ability. In Hymes’ mind,
communicative competence should consider four aspects. Firstly, the
speaking should be grammatically correct. That is right in form. Secondly,
the speaking should be suitable. Thirdly, the speaking should be
appropriate. Fourthly, the speaking should emerge in real life. So
speaking involves mechanics, functions, social and cultural rules and
norms. Use the correct words in the right sequence with the right
12

pronunciation. Know when to present the clarity of message and when not.
Understand how to consider who is talking to whom, in what situation,
about what and why.
According to the English scholar, Wilkins, the aim of foreign
language teaching focus on not only the ability of using correct speech
sounds and grammatical structures, but also using foreign language
appropriately in different language contexts. So the mission of foreign
language teaching is to teach students pronunciation and grammar, and
more important is to foster students’ communicative competence.
In the twentieth century, Baker (1924) suggested that English
teaching should include not only grammar and writing but also language
as a tool for communication in the social context.
Ortega and Norris both have paid attention to issues about oral
production. Ortega has offered a different view of relationship between
projecting and second language oral production from the standpoint of
art. She calls for multiple sources of data and analysis to make guidance
for second language use inside and outside the classroom.
It is remarkable of the number of creative activities designed by
many scholars over the last fifteen years. These activities are useful
to improve learners’ communicative competence and they have changed the
teaching of oral skill (Kransch, 1993). He emphasizes the great
importance of oral English and appreciated the development of oral
English teaching.
In 1986, based on personal experience, Byrne researched techniques
and procedures in order to develop oral skill at the phases of
presentation, practice and production. He has attempted to provide the
teachers some useful instructions in oral English teaching. Moreover,
his work includes a lot of examples of learning activities particularly
at the stage of production.
13

All these researches may offer some implications for oral English
teaching, thus more researchers are demanded to make exploration in oral
English teaching from the perspective of both teachers and students.
English teachers can adopt the useful examples to improve the students
oral English.

3. Review of situational teaching approach
When the Audio-Lingual method prevailed in English-speaking
countries in Europe, the audio-visual method which originated from
Palmer’s oral approach and was also called the situational teaching
method was prevalent in England from the 1930s to the 1960s. This approach
is proposed by Peter Guberina and Paul Rivence. Their idea is that when
people communicate with others with a language, the concrete situation
sets the way and the tone. When people use their eyes, ears and brains
together, they remember the language longer. After the 1920s,
situational teaching approach was introduced into China and has been
widely used.

3.1 Definition of situational teaching approach
The situational teaching approach is a teaching method in which the
vision and hearing are united. It creates situation making use of
pictures and slide shows and emphasizes the teaching in the situations
of real world. It requires the teachers to create concrete settings
including lots of colorful images in the teaching process. The teachers
help the students to understand and gain knowledge or skills and improve
the students’ mental functions. In addition, the situational teaching
method produces the idea of presentation, practice and production. The
target item is presented and given practice and then get a production.
It happens in one lesson.
14

According to English scholar Hornby (1981), situational teaching
approach means that the teachers create some concrete and vivid teaching
situations purposefully during the class to help the students gain
knowledge and develop skills. He insists the teachers should introduce
new vocabulary and sentence structure to the students first to prepare
for understand the article and then deal with the article when they apply
the situational teaching approach. When the teachers present new
knowledge, combine it with the contents of teaching situation.
Yu (2003) expressed her idea about situational teaching approach.
Her definition about the situational teaching method originates from
Firth’s linguistic theory “language has its meaning according to
language background and context”. In class, the teachers should create
all kinds of true and natural situations on the base of the teaching
contents and the syllabus so that the students immerse themselves in it
and get language knowledge, when making use of situational teaching
approach. She has the opinion that the students can express their ideas
imitating the similar sentences in the situation, communicate with other
students emotionally and master language structures.
To mobilize the enthusiasm of the students and improve the teaching
effect, some teachers have also explored the situational teaching
approach. They all thought situational teaching method is based on the
teaching purpose and contents and it aims to create vivid situations and
stimulate the students’ enthusiasm and positivity. It can improve the
students’ ability of thinking and practice through analyzing and
solving problems, thus realize the goal of teaching. The core of
situational teaching approach is to involve the students’ emotional
experience.
In the teaching process, the situations that the teachers create
are multiple and complicated. But their main bodies are images.
15

Situational teaching approach can be divided into two types. One is the
direct situational method. The situation is mainly made up of direct
images, which mean perceivable impression reflected in students’ head.
The bodies reflected are mainly essential real bodies. For example, the
teachers can explain the vocabulary “chalk” by showing a real chalk
to the students. So the students can know what chalk is immediately. The
other type is the indirect situational method. The situation is mainly
made up of indirect images, which means the artistic images, which mean
the images in performing, literature and the representation of
situations and atmosphere. For example, the teacher can explain
“chalk” in words.
The two types of the situational teaching approach have the same
features. No matter what type of situational teaching approach it is,
it must depend on some means to show the concrete situations. Its ultimate
purpose is to serve teaching. During the class, the situations can
stimulate the emotions or feelings of the students. The concrete
situations should be combined with the students’ feeling. If there is
no emotion in the situations, it can’t be the situational teaching
approach.

3.2 Characteristics of situational teaching approach
Situational teaching approach demonstrates the teaching contents
vividly, stimulates the students’ interest of speaking and improves the
teaching effect through the situations created by teachers. It combines
audio-vision with vividness together. The students who are in the
concrete and vivid situations will learn to speak English by themselves
because they are affected by the learning atmosphere surrounding.
Anderson (1996) pointed out that the most obvious characteristic of
situational teaching approach was “to help the students to learn
16

language knowledge on the carrier of the true language situations”.
Specifically, Zhang (2005) came up with several features of situational
teaching approach.
Firstly, situational teaching approach has the characteristic of
audio-vision and vividness. Situations are the soul of situational
teaching approach. Yu (2003) thought “the situation is the concrete
scene and occasion where language exists”. The situations existed in
the form of objective entity. Whether humans or substance, whether
natural existence or artificial creating, the situations could be felt
specifically by human’s organs. According to Hu’s research (2003),
under the circumstance of the same learning materials, the knowledge
gained can only keep seventy percent after three hours and it will drop
to ten percent after three days when the students learn knowledge just
depending on audition; the knowledge can keep seventy-two percent after
three hours and it will drop to twenty percent after three days when the
students learn knowledge only depending on vision. However, the
situational teaching method is lively. The teachers can create
situations based on teaching content with the help of multimedia and
other measures, when apply situational teaching approach to oral English
teaching. The contents of teaching can be experienced by all kinds of
sense organs through various appearances. So the students can get a
better result in learning oral English.
Secondly, situational teaching approach has the characteristics
of symmetry of emotion and perception. Zhang thought that learning
process is the process of interaction of students’ emotion and
perception. When the students learn oral English, they feel no more bored
but interested and positive and comprehend the knowledge. It speeds up
the learning process, solves the relationship between emotion and
knowledge and realizes the purpose of educating people.
17

Thirdly, situational teaching approach has the characteristics of
putting education and enjoyment together. The famous educator, Ushinsky
said (1869), “Without any interest and learning forcefully, students’
will of mastering knowledge will be killed.” Another educator, Tao
Xingzhi also said (1945), “Once students have the interest, they will
make every effort to learn. Learn and amusements are indivisible.” When
the students are interested in studying, they will be positive and have
the motivation. Thus form a positive learning attitude, cultivate
flexible learning strategy and fulfill the demand of the students’
lifelong learning.
Situational teaching approach creates the situation for oral
English teaching and solves the problem of students’ dislike of oral
English. The situations, where the students are pleased to learn,
motivate students’ interest, inspire students’ thinking ability and
make the students absorb the knowledge by themselves.

3.3 Researches on situational teaching approach at home and abroad
3.3.1 Studies at home
In China, the situational teaching approach originated from
English Language Teaching
established by Zhang Shiyi in 1948. Zhang
Jianzhong has also made contribution to the development of situational
teaching approach. Zhang Jianzhong and Yu (2000) thought situation is
an important factor that influences the effect of English teaching. Wang
Yanping and Zhang (2003) explored the situational teaching approach. In
the article,
the Integration between Situated Cognition Theory and
English Language Teaching,
they pointed out that the students should
learn in real environment and learning tasks can not be far away from
true situations. Long (2003) indicated that in concrete situations
students understand the passed information and their desire of
18

expressing their thoughts is inspired. Thus the ability of expressing
ideas using English is improved.
With the development of science and technology and the wide
application of multimedia, Li (2007) suggested that the teachers should
teach English using multimedia. According to him, the application of
multimedia in English teaching can mobilize the students’ enthusiasm
and initiative and improve the overall level of the students. Li Jilin
(2006) wrote
the Experiment and Research on Situational Teaching,
which
is an important book for Chinese teachers to use situational teaching
approach. In this book, he insisted that teachers should create
situations and make students gain knowledge in real world. Han Zhongliang
put forward the mode of situational teaching in accordance with the rules
of situational teaching approach and combined theory and practice. His
thoughts have important significance to guide English teaching in China.

3.3.2 Studies abroad
In foreign countries, linguists and educators have researched the
effect of situational teaching approach on teaching extensively and
deeply.
In the 1950s, Bulgarian psychologist, G. Lozanov, came up with
suggestopedia which originated from the situational teaching approach.
According to him, teachers should use certain situations to arouse
students’ motivation and interest. In the 1960s, George Pittman and his
colleagues put situational teaching approach into practice. At the same
time,
New Concept English
with the application of situational teaching
approach compiled by der is even widely used at present.
At the beginning of 1960s, Beliaev created self-motive method

of
foreign language teaching. Self-motive method means to understand
language materials and pay attention to the content of foreign language
19

not the form in communicative activities. One of its features is
function- situation. In concrete situations communicate according to
function, which is useful to foster students’ communicative ability.
Dewey values situational teaching approach much. He is the first
person to use situational teaching approach in education. In his mind,
the process of teaching is the process in which teachers should create
situations to inspire students’ learning motivation. He has developed
the theory and practice of situational teaching approach.
Firth and Halliday (1974) researched situational teaching
approach in oral English class. They think that situational teaching is
to present teaching materials by object, pictures, acting and multimedia.
It makes students get more perceptual cognitions and express and react
well outside the classroom.
In the history of education, there are many successful cases which
have applied situational teaching method. The function of the
situational teaching approach is to motivate students’ interest and
awaken their awareness. In class, make students participate in concrete
and vivid situations, which can improve the teaching effect and the
educational development.










20







4. The implementation of situational teaching approach in oral English
teaching

4.1 Theoretical foundation of creating situations
Linguists all emphasize the connection and indivisibility of
language and its social environment. People’s communicative activity
can not be separated from the situation. English teachers should create
situations with the means of acting, object and pictures to provide the
students with opportunity to speak English. There are some theories tor
teachers to create situations.
The first one is language acquisition theory. Language acquisition
is the study and development of one’s language. It is useful for teachers
to teach oral English. According to language acquisition theory, the
memory of grammar can’t guarantee the correct of oral English. Much of
language input can make the students master the language. In Nunan’s
(1999) thoughts, learners who have known the knowledge of grammatical
rules can not use those rules in communicative activity. They can
identify instances of rule violation and even explain the rule, but they
violate the rules and the communication. The teachers should let the
students practice much speaking after explain the new vocabulary and
grammar.
Social linguists and psychological linguists have studied the rule
of first language acquisition and then used it to guide second language
21

teaching. Noam Chomsky’s language acquisition device and Krashen’s
hypothesis of second language acquisition are important. According to
Chomsky, human has the instinct of learn language, because there is a
hereditary language acquisition device in the human brain. Part of
language syntax is in the head when people are born. It’s the general
rule of human language. So if the children are in the environment of one
specific language, they will get one; if they are in the environment of
several, they will get several. Based on these theories, Krashen’s
hypothesis of second language acquisition comes into being. It includes
the acquisition-learning hypothesis, the monitor hypothesis, the input
hypothesis, the affective filter hypothesis and the natural order
hypothesis. In the acquisition-learning hypothesis, the process of
language acquisition is subconscious. The acquisition of language rules
is also subconscious. Acquisition is “picking-up a language”. Learning
means conscious knowledge of second language. Learning is “knowing
about” the rules or grammars of the language. It depends on acquisition
and learning to develop competence in a second language. In the input
hypothesis, students should contact language materials (input) which is
a little higher than the present level of the students (i+1). In the
affective filter hypothesis, the development of second language
acquisition is influenced by many affective factors which include the
motivation, interest, confidence, anxiety and so on.
The second one is constructivism learning theory. It holds that
study is an activity of society and cooperation. Knowledge is constructed
by learners themselves not taught by others. Students can gain the
knowledge under concrete situations. So the teaching should be put in
meaningful situations. Constructivist learning theory has the idea that
the learning is student-centered and under the direction of the teachers.
The learning environment includes situation, cooperation, conversation
22

and meaning- construct. The students are the main bodies but they are not
the objects waited to be infused to. The teachers are organizers and
promoter. They should make use of situation, cooperation and
conversation to motivate the students’ initiative and creativity.
Furthermore, subject, situation, cooperation and resource are four
conditions to improve oral English teaching. Learning should be
student-centered and pay attention to the effect of subject. The
situations should be connected with the real situations. The optimal
situation is that in which the learned knowledge are applied. Emphasize
cooperative learning. The students should discuss with others and learn
from each other. The teaching environment is important and the educators
should be given abundant resource. In addition, there are three teaching
method based on constructivism. Situational teaching approach is one of
them.
The third one is schema theory. Schema refers to storing the knowledge
and experience gained in the past by the means of network and the
permutations and combinations of the original knowledge and experience.
Once schema is formed, it has considerable stability, which determines
the learners’ preferences and tendencies. When schema is motivated, it
will execute the command be like a computer program. When learners’
experiences increase, schema will also expand. So in the process of pass
on new knowledge, the teachers should pay attention to motivating
students’ original knowledge structures and make new knowledge be
understood and accepted easily.
According to schema theory, any message will be meaningless without
the contact with schema. The function of schema is to motivate learners’
original knowledge and present it. When the information is entered, the
learners can find related contact with the schema. If the learners find
the contact, they can understand and accept new knowledge. If not, they
23

can’t. For example, when the pupils read “da zi bao”, they can
understand each word, but they don’t know what the phrase exactly means.
That is because they don’t experience that time and their schema about
that time is empty. However, people in their 50s and 60s can immediately
understand the meaning of the phrase, because they live in that time, they
are familiar with what happens and they have formed the relevant schema.
Generally, middle school students can understand the sentence “A woman
without a man is like a fish without a bicycle”. The literal meaning is
simple. But the meaning behind the sentence is difficult to figure out,
because they don’t have the knowledge of the feminist movement in western
countries and they don’t establish the schema. In fact, this sentence
means that “Women don’t need men at all”.

4.2 The principles of creating situations in oral English class
Each teaching method has its rules. At present, oral English
teaching goes on without the atmosphere of target language. So when the
teachers create situations in oral English classes, they should follow
the principles of creating situations.
Firstly, be practical. The situations must be concerned with
authentic activities. The teachers should created situations that are
consistent with the students’ experience. If the situations are too far
away from the students’ life, they will have no significance. For
example, if you teach students the diet culture in rural middle schools,
you can’t create situations which happen in McDonald’s and Kentucky
Fried Chicken because they are far away from the students’ experience.
Teachers should create consistent, meaningful and purposeful activities
which are similar to activities in daily life. In actual teaching process,
the teachers create some situations without considering the authenticity
and the real communicative purpose and meaning to demand the students
24

to practice conversations. The teachers should create situations which
can stimulate the original knowledge in the students’ mind effectively
and quickly so that the students can connect the new knowledge and the
original and they can deal with the true problems occurring in real life.
Secondly, be explicit. The situations must include the factors of
context. Hymes has divided context into eight factors: scene, role,
consciousness, style, vocabulary, grammar, stress and intonation. In the
situations, the teachers should make the students understand the meaning
of the scene and the roles they act. Before the students practice the
language activities, the teachers must introduce the time, place and the
background of the situation briefly to the students and make the
students’ roles and tasks explicit. If the students do not know their
own roles and the tasks clearly, it will be difficult for them to
integrate into the situations and they will just recite what they have
remembered and the real purpose of situational teaching will not be
achieved.
Thirdly, principle of cultural difference. The teachers must
explain the cultural differences between China and western countries.
Language is the carrier of culture, the basis of the emergence and
development of culture and the tool of transmitting and exchanging
culture. Language is part of culture so it can not be independent from
culture. When the students learn English, they must know about the
culture of western countries. In a word, try to avoid communication
disorders caused by the differences of social custom and cultural
background.
Fourthly, principle of nonverbal symbols. During the teaching
process, the teachers should pay attention to nonverbal means which are
useful for students to understand and transmit information. There are
many nonverbal symbols except verbal symbols in the process of
25

communication. Nonverbal symbols include facial expression, body
gesture and so on. The appropriate nonverbal symbols can regulate the
class atmosphere and the teaching can get a better effect.
Fifthly, be creative and active. The design of situations should
develop the students’ initiative and creativity. The students are the
starting point and the active and creative participants of teaching
activities. The situations should be true so that the students can know
and learn language positively and actively. Turn English in books into
their own English and they can speak English proficiently.

4.3 The measures of creating situations in oral English class
The purpose of situational teaching is to make language knowledge
more lively and vivid through authentic situations which can provide rich
examples for language function. The vividness of situations can help
students put specific knowledge into lively situations and then develop
their learning interest. The more vivid the situations are, the better
students understand the knowledge. So in the teaching process, it is
important and necessary to make use of material objects, pictures,
gestures, and movements to create situations. There are many measures
to create concrete and vivid situations. All the measures can be used
independently or in combinations. The following is a list of main
measures of creating situations.
Firstly, make use of real things to reflect scene. Real things are
the most economical and effective measure to create vivid situations.
According to a psychological experiment, if the ways of recognizing the
same content are different, the speed and efficiency are different. The
chart (Zhang, 1993:249) following has proved that.
The Measures
Real Thing
The Speed
0.4
26

Picture
Stick figure
Description of Language
0.9
1.5
2.8
From the chart, it has been seen that the speed of real things is
the fast. So in the teaching process, the teachers should make full use
of real things. For example, when teachers are going to explain the
sentence pattern “tallershorter than”, they can present the picture
of the tallest man, Bao Xishun, to the students with the questions “Who
is he?” and “ Who knows his height?” and then take out the picture
of the shortest man with the similar questions. The students will be
pleased to learn and remember the knowledge quickly. However, there are
some exceptions when making use of real things. For example, when
teaching the words which are relevant with costumes or human organs, the
teachers should avoid taking the students as examples because they may
be nervous and awkward.
Secondly, make use of multimedia. With the development of
information technology, multimedia has provided oral English teaching
with wide platform. The multimedia technology is flexible, interesting
and visual, which makes up for the defects of traditional teaching and
creates lively learning atmosphere. Multimedia teaching puts text,
symbols, animation, sound and image together so that it can mobilize many
organs to learn at the same time. Many examples has proved that multimedia
can make teaching content interesting and communicative and thus it can
stimulate the desire of speaking and improve their communicative
competence. However, when the teachers use multimedia to teach oral
English, remember not to ignore the participation and dominant role of
the students.
Thirdly, make use of body language. Body language is one of main
nonverbal communication forms. It refers to the facial expressions and
27

body movements to express ideas and transmit information. An experienced
teacher can teach knowledge with the help of nonverbal forms. The
teachers’ teaching gesture and posture are important to guide
students’ thinking and improve their listening, reading and speaking
skills. Based on personality and age of middle school students, the
teachers can use exaggerated facial expressions, gestures and movements
to help the students to understand and master the language knowledge.
For example, when teaching the exclamatory sentences, the teachers can
pretend to knock the stone with hands and the hands hurt. Then the
teachers can say, “What a hard stone” or “How hard it is”. When the
students are familiar to the exclamatory sentences, let the students make
narration with exclamatory sentences and perform at the same time.
Fourthly, make use of games. The game as a form of learning is
earlier than classroom teaching. Most of the language learning is
achieved by playing games. Games are in accord with the characteristics
of middle school students. They like to make all their efforts to express
themselves and perform their duties in the games. Game teaching evolves
from the traditional game activities. Game teaching can motivate the
students’ interest and can make them study while playing. In addition,
game teaching not only emphasizes the students’ subjectivity in the
teaching process but also makes the students learn by themselves. However,
the teachers should obey some principles in game teaching. The games have
a set of rules. The form of the games should be various and the game itself
should be interesting and competitive and it must have the task to be
finished.

4.4 The issues to ponder
There are some issues the teachers need to pay attention to in the
process of creating situations in oral English class.
28

Firstly, the situations should be based on the textbook and be
close to the actual life. The situations should be neither too difficult
nor too easy. The teachers should use all kinds of means to imitate
situations in the textbook in order to make students understand the
connotation in the article. Some difficult language beyond the outline
of the text shouldn’t be included. The situations should be interesting
and be close to the life. It will promote the interaction between teachers
and students and motivate the students to speak English. However, don’t
forget the final teaching target to make students gain knowledge and
improve their oral English proficiency. Secondly, be concerned about the
different levels of students’ oral English proficiency. Teach the
students in accordance with their aptitudes. Because there are
differences of language environment, learning background, the effort of
students and congenital condition, the levels of students’ oral English
proficiency are different. When the teachers create situations, consider
this factor and make all the students understand the situations. What’s
more important, pay attention to the students who are positive and speak
English well as well as those who are introverted and don’t speak English
well. In group activities, take this difference into consideration and
make reasonable arrangement.









29





















5. Conclusion
Oral English is the principle way to communicate with others and also
the important teaching content. It improves the development of human
knowledge and ability and promotes the development of learning, writing
and reading. But the present situation of oral English teaching has many
problems. Lots of teachers still employ the traditional teaching method
which thinks highly of grammar and vocabulary. The effect of oral English
teaching isn’t satisfactory.
According to Noam Chomsky’s language acquisition device, Krashen’s
30

hypothesis of second language acquisition and constructivist learning
theory, situational teaching approach is of great importance in education.
Learners take an active part in the situations teachers create, connect
the original knowledge with the new- learned knowledge and then understand
and construct the meaning of knowledge. So it is useful to apply
situational teaching approach to oral English teaching.
The creation of situations reproduces the life and arouses students’
enthusiasm. Situational teaching approach is an effective teaching method
and is useful to improve oral English teaching.
Firstly, situational teaching approach can improve the ability of
students’ oral English. It can arouse the interest of speaking English.
Under the guidance of constructivist learning theory, teachers don’t
impart knowledge simply any more. However, they help students to learn
knowledge. Students don’t receive knowledge passively, while they
construct the meaning of knowledge. In middle schools, the tasks of
English teaching are to arouse students’ interest and help them build
confidence. Situational teaching approach can arouse students’ interest
of speaking English and promote the development of students’ ability.
Situational teaching approach makes the teaching form various. The
teaching method has been changeless for a long time and the teaching model
is single. Situational teaching approach has concrete and vivid
situations. According to the teaching purpose and requirement, teachers
can make wide use of all kinds of teaching resource to provide students
with novel and changeable learning environment during the process of
applying situational teaching approach to oral English teaching. Teaching
resources include real things, multimedia, body language, games and so
on. The variety of teaching model can also arouse students’ interest.
In addition, situational teaching approach can improve students’
comprehensive language application ability.
31

Secondly, the application of situational teaching approach can
improve teachers’ language ability. Teaching and learning are connected.
The improvement of teachers is the premise of students’. The development
of students needs teachers’ guidance and cultivation. Without teachers,
students will lose one important source. When teachers apply situational
teaching approach to oral English, they must prepare lessons carefully,
study the textbook intensively and analyze the students’ physical
situation so that they can create situations which are in accordance with
students’ levels and then achieve the teaching goals. During the process,
teachers promote their professional skills and the ability of analyzing
and solving questions. Furthermore, the development of students offers
opportunity and motivation to teachers. In the modern society, the
channels of students getting knowledge increase. Teachers must improve
themselves so that they can make students improved.
Thirdly, the application of situational teaching approach can change
the roles between teachers and students. The traditional teaching class
is teacher- centered. Teachers ignore oral English and pay more attention
to vocabulary and grammar. Students have no initiative and creativity.
Situational teaching approach is student- centered. In oral English class,
students participate in the teaching and think actively so that the
ability of speaking English is improved.
In a word, the application of situational teaching approach in oral
English teaching in middle schools can improve students’ communicative
competence and teachers’ proficiency. Teachers are required highly in
situational teaching and are also offered more opportunities to improve
themselves.



32



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