Abstract
Vocabulary is the key factor to English learning. To some degree, without a certain vocabulary size, the training of language skills turns out to be in vain. For that, vocabulary teaching steps into a significant status.
Due to the entrenched traditional teaching mode, isolated vocabulary teaching and mechanical learning are widespread in middle schools of our country, time-consuming but poorly-efficient vocabulary teaching is a widespread phenomenon. Students’ lack of effective vocabulary learning strategies, especially the low accuracy in vocabulary use, which cause pragmatic failures in communication. Therefore, how to improve students’ ability to use the vocabulary, and how to arouse students interest in learning English are of top priority in English education so that Situational Language Teaching Method attracts public’s attention.
The Situational Language Teaching Method is to create a real or semi-real language environment to enable students to take part in teaching activities which can arose students’ learning enthusiasm.
This paper aims to apply Situational Language Teaching Method in vocabulary teaching of middle school English class. This study adopts test, questionnaire, and interview as the research methods and the research subjects target at two classes from the second grade in Fengtan Middle School of Hangzhou. The study aims to explore the effectiveness of the Situational Language Teaching Method on English vocabulary teaching, and also discuss on what aspects teachers should pay attention to in the actual teaching and learning.
Keywords: Situational Language Teaching Method; vocabulary teaching; middle school English
Contents
Abstract
摘 要
1. Introduction-1
1.1 The background-1
1.2 The purpose and significance-1
1.3 The structure-2
2. Literature Review-3
2.1 The definition-3
2.2 The features-3
2.3 The necessity-4
2.3.1 English basement of middle students-4
2.3.2 The teaching situation of middle school-4
2.3.3 Situational Language Teaching Method vs. read-and-spell method-5
2.3.4 Requirement of new curriculum-5
2.4 Theoretical principle-6
2.5 Researches onSituational Language Teaching Method abroad and at home-6
2.5.1 Researches on Situational Language Teaching Method abroad-6
2.5.2 Researches on Situational Language Teaching Method at home-7
3. Research Methodology-9
3.1 The purpose and questions of the research-9
3.2 Participants-9
3.3 Teaching materials-9
3.4 Instruments-9
3.4.1 Word test-10
3.4.2 Questionnaire-10
3.4.3 Interview-10
3.5 Procedures-10
4. Data Analysis and discussion-12
4.1 Results of questionnaires-12
4.2 Results of interviews-14
4.3 Results of word test-14
5. Conclusion-16
5.1 Major findings and implications for vocabulary teaching-16
5.2 Limitations of the present study-16
5.3 Suggestions-17
5.3.1 Suggestions foe future study-17
5.3.2 Suggestions for teaching-17
References-18
Appendix I-19
