1。1 Research background 1

1。2 Research significance 1

1。3 Research questions 2

1。4   General structure 2

2。 Literature review 4

2。1 An introduction to the Situational Approach 4

2。1。1 The origin of the Situational Approach 4

2。1。2 The current research for the Situational Approach 5

2。2 The requirements for listening and speaking in the National English Curriculum 5

3。 Research procedure 7

3。1 Research purposes 7

3。2 The psychological characteristics of the youth 7

3。3 Research methods 8

3。4 The content of the 源-于,优W尔Y论L文.网wwW.youeRw.com 原文+QQ75201,8766 questionnaire 8

3。5 The result of the questionnaire 9

4。 Data Analysis and Academic Discussion 12

4。1 Analysis of the class situation 12

4。2 Analysis of the data of the questionnaire 12

5。 Conclusion 14

5。1 Significance findings and the suggestions of the research 14

5。2 Weakness of the research 15

5。3   The proposals of my future teaching 16

References 17

Introduction

1。1 Research backgroundFrom~优E尔L论E文W网wWw.YoUeRw.com 加QQ7520.18766

As the development of the global economy and cross-culture awareness, language plays an essential role in communication。 And it’s undeniable that English has gained its popularity all over the world as being widely regarded as an international language。 Nowadays, Chinese government has placed the English education in the forefront at schools of all levels。 We all know that the creation of real situation can help students learn language better。 That is to say all language points should be presented in “their proper contexts”。 So in order to stimulate students’ learning interest and practicing enthusiasm, teachers should try their best to use the Situational Approach in the process of classroom teaching。 And also, listening and speaking, as two basic skills in the English teaching, should be paid more attention to through classroom activities。

However, there exist some problems in the creation of real learning situation in English teaching as follows: some teachers ignore the teaching objectives when they try hard to create the English-learning environment, and, some teachers’ creation of real situation cannot be fully understood or accepted by students。 As the result tells, their students show little interest in English learning and they are not willing to take an active part in classroom activities。 According to the National English Curriculum for Chinese Primary Schools and Middle Schools, the overall aim for language teaching is not only to develop language knowledge and skills, but to develop students’ positive attitude, self-confidence and learning motivation as well as learning strategies and cross-cultural knowledge which refers to cross-cultural awareness。论文网