張蕓霞

【摘要】英語教學(xué)之所以難以優(yōu)質(zhì)高效,主要原因就在于我們忽視情景而只停留在狹窄的語言范圍內(nèi),如在詞匯、語法等語言要素或言語技能上,根據(jù)英語教學(xué)法流派對(duì)情景教學(xué)的觀點(diǎn)和現(xiàn)代英語教學(xué)法對(duì)情景教學(xué)的要求,我們從心理學(xué)的角度闡述情景教學(xué)的重要性和必要性,所以應(yīng)該幫助學(xué)生在情景中學(xué)習(xí)語言,要求教師從各方面提高自身素質(zhì)結(jié)合教學(xué)實(shí)際創(chuàng)設(shè)各種途徑進(jìn)行教學(xué)。

【關(guān)鍵詞】情景教學(xué)、英語教學(xué)法、教師品質(zhì)、創(chuàng)設(shè)途徑

On the Situational approach of English Language Teaching

Zhang Yunxia

【Abstract】

The main reason why English language teaching is not high quality and efficiency is that we remained in the narrow range of language without situation, such as language element of vocabulary, grammar etc. According to schools of English language teaching's opinions and the demands of modern English language teaching methods to situational approach, we set forth the importance and necessity of it from psychology. Therefore, we should help students to learn English in situation. Demanding teachers to improve their qualities and create different kinds of situation combine with qualities during teaching.

【Key words】Situational approach of English language teaching、English language teaching's opinions Quality of teachers、Means for create situation

This paper put forward situational approach, according to schools of English language teaching's opinions and the demand of English teaching methods to it, discusses the importance and necessity of this teaching approach and provides some ways for us to create situation in English teaching. At the same time give teachers some advices. Let's take a first look at what is situational approach.

1.Situational Approach

1.1Definition

situational approaches is a approach of teaching which choose, arrange and put forth language item in situation ^[1]。 This language teaching approach developed from 1930s to 1960s by applied linguistic an ^[2]

1.2 Characteristic

Situational teaching adopts situation to teach vocabulary, grammar and structure without translation or the use of the learner's native tongue and target language. Situation, with practical characteristics of context, refers to a concrete scene or environment for communicating. By simulated situation technique in teaching English, we mean basically that the teacher should create a relevant classroom situation based on the content of teaching materials in order to help students to understand and memorize better and apply the material efficiently to communication in real life.

1.3 Classification of Situation and Feasibility

Situation could classify into three parts according to the influence of teaching result. First, the most useful situation is that talk with English speaking people, but this appears not very often. Second the next useful situation is that talk with Chinese in English. Third, create situation in English language teaching. Although this situation is less useful than the former situations, has many opportunities. Therefore, teacher should use this to help students to learn English.

2.English Language Teaching and Situational Approach

2.1 Cognitive Approach

Cognitive approach was first proposed by American scholar J.B. Carroll. It lays stress on learning of English should depends on understanding so as to train their communicative skills in real life and meaningful situation, enhance memory.

2.2 Direct Method

Direct Method believed that foreign language could be taught without translation or the use of the learner's native tongue if meaning was conveyed directly through demonstration and action. For example concrete vocabulary was taught through demonstration, objects and pictures. This is the way children learn their native language.

2.3 The Audio-Visual Method

The Audio- Visual Method means students first watch slide and listen dialogue on the tape, then repeat, drill and practice it. Learning oral language in situation before learning writing.

3.Ways for Create Situation

3.1English Language Situation

Situational teaching is particular about object measure and language description. One of the main difficulties for English language learning is short of language surrounding. In China the main contradiction is Chinese language surrounding between English language learning. At ordinary times, students are listening, speaking, reading and writing in Chinese. English classroom is the principal place for students comes into contact with English language. Teaching English in Chinese is disadvantage for students learning. In one word, set up 45-minute of English language is much more important. Teaching in English language is the precondition of other situational teaching. Furthermore, teacher should set an example to speak English in daily life. There is a short dialogue, when teacher saw someone is wearing a new blazer at the begin of the class.

T: Oh, You are in a new blazer

S1: Yes

T: That's a very nice blazer you are wearing

S1: Thank you very much.

T: Do you like it? (Speak to another student)

S2: Yes. It goes well with his new pullover too. How much is it ?

S1: You'll never believe, but is only 25 Yuan.

T: Very reasonable indeed.

These male students feel that English language is with them all the times.

3.2 Choose True Situation

3.2.1Set up English Corner

The time given to each student to practice in class is limited. Student can continue to practice in an English corner which might be hold once or twice a week. Each period should be one hour or two hour, supervised by the teacher. In English corner student could talk about their own topic, play some English games. Student's learning interest can be stimulated and increased and culture them think in English.

3.2.2Hold English club

There is an example of activity in English club

Let's go for a barbecue

Goals: Cultivate group working through organize a barbecue

Materials: food, tool.

Language Ability: Listening, speaking and writing Target Language

1 Vocabulary and Senate Pattern

ア賐ring, take, food, drink, meat, potato, chicken…

ア贖ow do you like it?

ア踂hat shall we bring?

2 Expansion Vocabulary and Sentence

ア賐arbecue, cooking, outdoor, steak, rare, oil, grill…

ア赟hall we bring the grills?

ア踂hat do you know about outdoor cooking

ア躓hat's the best/most important point of the activity.

Procedures

ア貳ach group discusses the proper places using the following sentence Shall we go to the west Park?/ I think the suitable/ best place is …/ why not go to…/why don't we…/ Are you coming with our group?…

ア贒iscuses the food and tool they want to take and write down.

ア跿alk in English during the barbecue.

3.3Create Situation by Pictures

Pictures could instead of objects which can not bring into Classroom.

For example: When teach the sentence pattern “It may be…”Teacher take out of one picture with “O” on it and asked “What do you think it is ?”

S1: It may be a sun

S2: It may be a cake.

S3: It may be a zero

ァ…

Then teacher take out of another picture with “□” on it and ask “What do you think it is?”

S4: It may be an eraser

S5: It may be a radio

S6: It may be a book

ァ…

3.4Create Situation by Electrical Audio-Visual Aids

Medium of instruction such as tape recorder, slide projector, movie and multimedia of computer provide favorable conditions to situational teaching. This may enhance Listening, speaking, reading and writing competence.

3.5Create Situation by Role Play

There are some dialogues in every unit of JEFC. Take JEFC book II Asking the Way for example. Teacher could ask students act policeman, driver, passer and so on, make role play.

3.6Figure Language Situation

Figure language means that supplementary language communication, such as expression behaviors and so on. For instance put on hand at the back of ear to express “Listen”, hold thumb to express “praise”. When express the meaning of play football. Using hand to make a shape of football and mock the action of tick Standing in front of the classroom to express the sentence "I am standing in front of the classroom Figure language can not only attract students' attention, but also express the meaning exactly and help students understand easily

4.Difficulties, Quality of Teachers Result in Real Situational Teaching.

4.1Difficulties

Situational teaching has advantage, however we may also meet some difficulties, On one hand, in order to create situation, teacher disregard the circumstances of student, circumstances of text and communication. On the other hand, teachers are short of experience could not create good impression on English language learning. Such as, ill teaching organization and lack of the capability of operate the modern teaching equipment and also less originality.

4.2Quality of Teachers

During situational teaching, we should present the principle of teacher leading and student principal part. According to the content of textbook, create situation to activate psychology of students, make them learn cheerfully. Following we will discuses the problems which teachers should pay much attention to

4.2.1Suit to Circumstances of students

When create situation, teacher should consider students' actual circumstances, such as, knowledge level, living experiences, keep away from create situation excessively.

4.2.2Suit to Circumstances of Text

Situation creating should be suitable to text. Neither too easy nor too difficult. Neither too long nor too short. Control the new words do not out of text. Revise and present knowledge through situational teaching

4.2.3Suit to Circumstances of Communication

Situation is the occasion of communication There is no communication without situation. On the contrary situation without communication have no meaning. Greats situation is to promote understanding and expression, arouse desire and merest of communication.

4.2.4Create Heuristic Situation

Teacher should create moved situation to arouse students' desire to explore knowledge. Only can heuristics situation attract students' attention and desire of learning English language. Otherwise, students who get used to the situation could not reach to the teaching aims.

4.3Result

Situational teaching has some unexpected result. Firstly, it could cultivate and improve the interest of learning English through create a relevant classroom. Secondly, it help students understand and memorize better. The most important is that cultivate the capability of communication in English. During situational teaching only improve ourselves continually, overcome difficulties, can we get some benefit in this teaching method.

5.Conclusion

As mentioned about, situational approach based on the law of psychology activates, pay much attention to students' emotion them push on the cognition absorb the advantage of traditional teaching methods, put objective teaching figurative teaching heuristic method of teaching and emotive teaching together. On behalf of the tendency of modern teaching methods. In a word, situational approach not only helps the students have a good command of English language knowledge but also trains their different language skill, using this method in English language teaching could solve the tired of learning, and cultivate the capability of communication in English. English situation approach is very useful.

References

[1]Zhang Zhengdong. Neo-methodics in Foreign Language Teaching

[2] Zhang Zhendong & Huang Taijing, A Bilingual course of English Teaching Methodology 1999.8

[3]Zhao Tao. Teaching & Learning of English as a Foreign Language 2001.8

[4]束定芳,莊智象《現(xiàn)代外語教學(xué)理論實(shí)踐與方法》上海外語教育出版社,1996.10

[5]張繼兵,“為學(xué)生創(chuàng)設(shè)真實(shí)的英語學(xué)習(xí)情境”《中國教育報(bào)》2000年第25期

[6] 李霽晴,姚亮“創(chuàng)設(shè)語境改進(jìn)教學(xué)” 《學(xué)英語》報(bào)教師版2000年7月第3期

[7]馮克誠,西爾梟主編《實(shí)用課堂教學(xué)模式與方法改革全書》中央編譯出版社1994年