Abstract:As our country continues to implement the reformation of the elementary English education for 30 years, the application of Situational Language Teaching (SLT) in junior high English class are increasingly common. Situational Language Teaching can enhance students' practical insights and capacity of the expression of foreign language，meanwhile it can also enhance students' sense of participation. By referring to relevant literatures, the author studies the pedagogic and linguistic theoretical basis of Situational Language Teaching and analyzes the shortcomings of situational language teaching methods in junior high English class in the aspects of teaching objectives, organization and evaluation. In this paper, the author takes 130 students and 24 English teachers of Grade 7 in Chongqing Bashu Secondary School as respondents. Through questionnaires and individual interviews, the author investigates the following questions: the current situation of the application of SLT in junior high English class; students' attitudes towards SLT. After doing the research, the author figures out the features of SLT in junior high English class: the main classroom language is bilingual; students prefer some forms of SLT. In this study, the author proposes that teachers can create situations with students, teachers, objectives, stick figures, multimedia, games and competitions and some recommendations for improvement: enriching teachers' knowledge about the situation of teaching; using situational approach selectively.
Key words: English Situational Language Teaching Junior high school Application
Content
摘要：
Abstract:
1.-Introduction-6
1.1 Significance of the Study-6
1.2 Current Situation Analysis-6
2.-Theories of Situational Language Teaching-7
2.1-Theoretical Foundation-7
2.2 Situational Language Teaching-9
3.-Methodology-11
3.1 Objectives-12
3.2 Respondents-12
3.3 Instruments-12
3.4 Data Collections-13
3.5 Data Analysis-13
4.-Findings and Discussion-14
4.1-Classroom language is mostly bilingual-14
4.2-Students prefer some forms of SLT-14
5. Conclusion and Suggestions-15
5.1 Disadvantages of Situational Language Teaching-15
5.2 Suggestions for Situational Language Teaching-16
5.3 Recommendations and Implications for Situational Language Teaching-17
5.4 Limitation of the Study-18
6. Bibliography-19
7. Acknowledgements-19
Appendix-20
