中文摘要：情境语言教学理论发展到现在，在世界和中国的英语课堂教学中广为应用，为当代语言教学奠定了理论基础。新的语言教学课程把“激发和培养初中生学习语言的兴趣，使初中生树立自信心，养成良好的学习习惯和具备有效学习策略，发展自主学习的能力和合作精神”放在了重要位置。学语言的目的在于培养初中生交流信息的能力，包括培养初中生具有较强的阅读能力，一定的听、说、写能力。在语言学习中，语法更是不可或缺的重要组成部分。但是，随着教学的深入，由于缺少语言环境，初中生越学越觉得枯燥。大部分初中生对语言学习不感兴趣，难以对英语结构和语法进行高效、高质的学习，而开展情景教学正是培养初中生学习语言积极性的好办法。因此，在教学过程中要尽力为初中生创造一个融视、听、说于一体的语言环境，增强初中生英语学习的兴趣和主动性，提升课堂教学效率。因此发展情景教学，对教师提高教学质量和教学能力均具有重要的研究意义。

关键词： 情景教学 教学系统 学习效果

Contents

中文摘要

Abstract

1. Introduction-1

2. Classification of Situation Language Teaching Method-2

2.1 Teachers’ Problems in English Teaching-2

2.2 Students’ Problems in Language Learning-3

2.3 The Necessity of Improving the Language Grammar of Teaching-3

3. A Summary of Situation Language Teaching Methods-4

3.1 The Definition of the Situation Language Teaching Method-5

3.2 The Development of Situation Language Teaching Method-5

3.3 The Basic Structure of Situation Language Teaching Methods-7

3.3.1 The Situation Cognition Period -7

3.3.2 The Basic Analyzing Period-8

3.3.3 Situation Changeable Period-8

3.4 Advantages of the Situation Language Teaching Method-8

3.4.1 To Reduce Students’ Anxiety-8

3.4.2 To Attract Students’ Attention-8

3.4.3 To Reduce Students’ Difficulties of Understanding -9

4. The Application of the Situation Language Teaching Method-10

4.1 Creating Situations with Students’ Experience in English Teaching-10

4.2 Using Music to Create Situations in English Teaching-11

4.3 Creating Situations with Stories in English Teaching-11

4.4 Using Multimediain Situation Language Teaching Method in English Teaching-12

5. Conclusion-12

References-14

Acknowledgments-15