Abstract: As the internal structure of language, English grammar is very important for ESL learners. This study mainly used questionnaires and interviews to investigate the application of situational teaching method in English grammar classes in junior middle schools. The participants included 150 students and 30 teachers from a junior middle school in Nanjing. It is found that situational teaching method has been widely adopted in grammar classes in this junior middle school and well received by both teachers and students. However, there are still problems with its application, such as inappropriate situations, time allocation and necessity for teachers to further develop their professional competence. Teacher should set up situations which are authentic and meaningful to students, and suitable for the grammatical points in discussion.

Key words: The situational method; English grammar classes; Junior middle schools

CONTENTS

Abstract

摘要：

1. Introduction1

2. Literature Review1

2.1 The Definition of Situational Teaching

2.2 The Use of Situational Teaching Method in Grammar Teaching

2.3 Research on the Use of Situational Teaching Method in Grammar Teaching

2.3.1 Research on the Use of Situational Teaching Method in Grammar Teaching Abroad

2.3.2 Research on the Use of Situational Teaching Method in Grammar Teaching in China

3. Research Design3

    3.1 Research Questions 

3.2 Research Participants

3.3 Research Instruments

3.4 Data Collection

3.5 Data Analysis

4. Results and Discussion.6

    4.1 The Frequency of Applying Situational Teaching Method to English Grammar Teaching in Junior Middle Schools

4.2 Teachers' and Students' attitudes towards the Use of Situational Teaching Method in Grammar Teaching

4.3 Problems with the Use of Situational Teaching Method in Grammar Teaching and their countermeasures

5. Conclusions 10

Bibliography11

Appendix

(1) Questionnaires for Teachers

(2) Questionnaires for Students

(3) Interview questions for teachers and students

Acknowledgements..17