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Acknowledgements I would like to express my appreciation to a number of people for their invaluable assistance in preparation and development of this thesis.
My deepest gratitude goes first and foremost to my supervisor for his constant encouragement and guidance. He has walked me through all the stages of the writing of this thesis. Without his consistent and illuminating instruction, this thesis could not have reached its present form.44126
Second, I am also grateful to many professors and teachers in Normal University who have given me lectures and helped me during the past four years. My sincere thanks and gratitude go to all my teachers.
Last my thanks would go to my beloved family and friends for their loving consideration and great confidence in me all through these years.
The Practical Research of the Situational Language Teaching Method in English Vocabulary Teaching Lesson of Middle School
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
摘 要在我国科技与经济快速发展的21新世纪，我国人民与世界各国人民的交流日益密切，不论是人才的出国深造，还是国民的出国旅游，又或者掀起的美剧英剧风，这都是在预示英语的重要性，英语渗透在我们的经济、政治、文化、生活等各个领域。英语学习有三大要素，语音、词汇、语法，而在这三者中，词汇又占了非常重要的位置。
中学阶段是进一步学习和提高英语综合能力的关键时期，而由于在传统观念教学方法下，死记硬背的英语词汇带给学生记不住、记不久的不愉悦体验，这显然不是英语教学的初衷。如何提高记忆单词的质和量，并培养语言实际运用能力和交际能力是目前中学英语教学的首要课题, 因此，情境教学法得到了越来越多的关注和研究。
情境教学法是指营造一个真实或者半真实的语言环境，让学生参与到课堂活动中并激发学生的学习热情的一种教学方法。
本课题立足于初中英语词汇教学部分，以情景教学法为理论基础，分析其认知特性和建构性特性，把情景教学法运用于词汇教学`优尔^文*论|文\网www.youerw.com，通过与目标词汇高度关联的情景设计和活动设计，帮助学生提高词汇记忆能力。此外，通过问卷调查、实验设计和采访三种方式来证明情景教学法在中学英语词汇教学中的可操作性以及其优势性，并由此提出一些建议。