Abstract

Oral English is becoming even more popular and important than other language skills in English teaching and learning, especially in junior middle schools. Our final aim of teaching and learning is to cultivate students’ ability to communicate in target language. Situational approach is visual and auditory feelings combined with a method of foreign language teaching and puts emphasis on creating and using situation in language teaching. It is important for teachers to design on situation-based classroom activities, which make them teach effectively in class. Meanwhile, teachers ought to find the ideal model in situational approach, through which junior middle school students will be highly motivated in English learning. Situational approach is a necessary teaching experience for teachers to warm up the junior middle students and organize the class well. 

  Key words: oral English ability; situational approach; ideal model；effective teaching

Contents

Abstract

摘要

1 Introduction-1

 1.1 The Background of the Study-1

 1.2 The Origin of the Study-2

 1.3 Structure of the Paper-2

2 The Necessity of Situational Approach-3

 2.1 Oral English Problems in Junior Middle School English Class-3

 2.2 The Theoretical Foundation of Situational Approach3

 2.2.1 Composition Rules3

2.2.2 Krashen’s Hypothesis-6

2.2.3 Teenagers’ Motivation Theory-6

3 Research on Situation-based Approach-7

3.1 Introduction of the Situational Approach-7

3.2 The Ideal Model in Situational Approach-8

3.3 Research on Situation-based Classroom Activities-8

 3.3.1 The Purpose and Content of the Research-9

3.3.2 Subjects of the Research-9

3.4 The Advantages of the Situational Approach-10

3.5 The Evaluation of Situational Approach Nowadays-10

4 Research Design on Situation-based Classroom Activities-11

4.1 Teachers’ Role in Situation-based Approach Teaching-11

4.2 Students’ Role in Situation-based Approach Teaching-11

4.3 The Effectiveness of Oral English Teaching Based on Situational Approach-12

5 Conclusion-12

5.1 Summary of the Findings-12

5.2 Limitations of the Study-13

References-14