情景教学法在初中英语课堂中的应用.docx

情景教学法在初中英语课堂中的应用.docx

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情景教学法在初中英语课堂中的应用

情景教学法在初中英语课堂中的应用3

TheApplicationofSituationalTeachingApproachinEnglishClassofJuniorMiddleSchools

  Ⅰ.Introduction

SituationalLanguageTeachingbeganinBritaininthe1960sasareplacementtotheearlierstructuralmethod,calledCommunicativelanguageteaching.ThiswaspartlyinresponsetoChomsky'scriticismsofstructuraltheoriesoflanguageandpartlybasedonthetheoriesofBritishfunctionallinguistics,suchasFirthandHalliday,aswellasAmericansociolinguists,suchasHymens,GumpesandLabovandthewritingsofAustinandSearleonspeechacts.ApproachTheoryoflanguage:

Thefunctionalviewoflanguageistheprimaryonebehindthecommunicativemethod,aswellastheoryoflearning.Notagreatdealhasbeenwrittenaboutthelearningtheorybehindthecommunicativeapproaches,butherearesomeprinciplesthatmaybeinferred.Activitiesthatinvolverealcommunicationpromotelearning,activitiesinwhichlanguageisusedforcarryingoutmeaningfultasks.TopromotelearninglanguagethatismeaningfultothelearnerpromoteslearningDesignObjectives.Studentswilllearntouselanguageasameansofexpression.Studentswilluselanguageasameansofexpressingvaluesandjudgments.Studentswilllearntoexpressthefunctionsthatbestmeettheirowncommunicationneeds.ThesyllabusCommunicativelanguageteachingoftenusesafunctional-notionalsyllabus.Yalden（1987）hasclassifiedanumberofcommunicativesyllabustypes.Typesoflearningtechniquesandactivitiescommunicativelanguageteachingusealmostanyactivitythatengageslearnersinauthenticcommunication.Littlewood,howeverhasdistinguishedtwomajoractivitytypes:

functionalcommunicationactivities:

onesaimedatdevelopingcertainlanguageskillsandfunctions,butwhichinvolvecommunication,andsocialinteractionactivities,suchasconversationanddiscussionsessions,dialoguesandroleplays.

  Ⅱ.IntroductionofEnglishSituationalTeachingMethod

ItiswellknownthatEnglishisoneofthemostimportantbasicsubjectsinallkindsofschools;itisregardedasthebasicskillwhichqualifiedpersonnelshouldmasterinthe21stcentury. English,asasecondlanguage,thepurposeoflearningitisusuallyforcommunication,andcommunicationinvolvesallfourskills:

speaking,listening,readingandwriting.Andhowtoimprovethecommunicativeabilityofthestudentsisatroublesomeproblemforteachersbecauseoflackingofthelanguageenvironment.Soasateacher,weshouldtryourbesttoconstructthisenvironmentincludeswatching,listeningandspeaking.Toconstructthisenvironment,theeffectiveteachingmethodisSituationalTeachingMethod.Becausethismethodbenefitsconstructagoodlanguageenvironment,makingstudentsintegratetheorywithpractice,andconcentratingthestudents’attention.

   2.1TheGoalofSituationalTeachingApproach

Thesituationallanguageteachingapproachjustfollowsthisrule.Situationallanguageteachingwasoriginallycalledoralapproach,whichwasdevelopedbyBritishappliedlinguistsfromthe1930’sto1960’s,andithasprovidedguidancetomanywell-knownEFL/ESLtextbooksandcourses,includingNewconceptEnglishwrittenbyL.G..Alexander（1967）,whichisstillusedinChinaandknownbyalmosteveryChineseEnglishlearner.Infact,mostbooksonbusinessEnglisharecompiledaccordingtothisapproachtoo.

   ThetheoryoflearningunderlyingSituationalLanguageTeachingisbehaviorism,addressingmoretheprocesses,thantheconditionsoflearning.RichardsandRodgerssummarizedthemaincharacteristicsoftheapproachasfollows:

   1）.Languageteachingbeginswiththespokenlanguage.Materialistaughtorallybeforeitispresentedinwrittenform.

   2）.Thetargetlanguageisthelanguageoftheclassroom.

   3）.Newlanguagepointsareintroducedandpracticedsituational.

   4）.Vocabularyselectionproceduresarefollowedtoensurethatanessentialgeneralservicevocabularyiscovered.

   5）.Itemsofgrammararegradedfollowingtheprinciplethatsimpleformsshouldbetaughtbeforecomplexones.

   Readingandwritingareintroducedonceasufficientlexicalandgrammaticalbasisisestablished,whileSituationalLanguageteachingusesastructuralsyllabusandawordlist.Structuresarealwaystaughtwithinsentences,andvocabularyischosenaccordingtohowwellitenablessentencepatternstobetaught.Thepracticetechniquesemployedgenerallyconsistofguidedrepetitionandsubstitutionactivities,includingchorusrepetition,dictation,drills,andcontrolledoral-basedreadingandwritingtasks.

   Sincethepurposeofteachingaforeignlanguageistoenablethelearnerstouseit,andthenitmustbeheard,spoken,read,andwritteninsuitablerealisticsituations.Neithertranslationnormechanicaldrillscanhelpiftheyarenotconnectedwithpracticallife.Thesituationallanguageteachingmethodsfocusedontheneedtopracticelanguageinmeaningfulsituation-basedactivities.Therefore,thesituationallanguageteachingapproachcontinuedtobepartofthestandardsetofproceduresadvocatedinmanycurrentBritishmethodologytexts

   2.2TheAdvantagesofSituationalTeachingApproach

SituationalLanguageTeachingevolvedintheUnitedKingdomwhileaparallelmethod,Audio-Lingualism,emergedintheUnitedStates.Inthemiddle-methodsperiod,avarietyofmethodswereproclaimedassuccessorstothethenprevailingSituationalLanguageTeaching.First,ProfessorofGeneralLinguistics,emphasizesthenotionof‘contextofsituation’.Itledtotwodevelopmentsinlanguageteaching.Oneisthestructuralsyllabus（onealternativetoitisthesituationalsyllabus）,whichemphasizesthatlanguageisbestlearnedandrememberedwhenpresentedincontextualsettings,andtheotherisaudio-visualism（AV）whichattemptstomakelanguagememorablenotjustbypresentingitincontext,butbymakingthecontextas‘vivid’aspossiblethroughtheuseofvisualaids.

Situationallanguageteachingisatermnotcommonlyusedtoday,butithadanimpactonlanguagecourseswhichsurviveinsomestillbeingusedtoday.Situationalteachingtendstoberatherinductivebecausethecontextisintendedtoplayanimportantroleindeterminingthemeaning.

Thismethodislearner-centeredandemphasizescommunicationandreal-lifesituations.TheroleoftheinstructorinELTisquitedifferentfromtraditionalteachingmethods.Inthetraditionalclassroom,theteacherisinchargeand"controls"thelearning.InELTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.Theteacherstillsetsupexercisesandgivesdirectiontotheclass,butthestudentsdomuchmorespeakingthaninatraditionalclassroom.Thisresponsibilitytoparticipatecanoftenleadtoanincreasedsenseofconfidenceinusingthelanguage.PuttingtheteacherinchargeofeverythinginthetraditionalclassroomhasbeencomparedtotheAtlasComplex（LeeandVanpatten,1995）.ELTrelievesAtlasofhis"burden."

Languageisusedforcommunication.Forthisreason,ELTmakesuseofcommunicationtoteachlanguages.Whereastraditionallanguageteachingplacesalotofemphasisongrammarrulesandverbconjugations,CLTemphasizesreal-lifesituationsandcommunicationincontext（Galloway,1993）.WhilegrammarisstillimportantintheELTclassroom,theemphasisisoncommunicatingamessage.

Ⅲ.TheCharacteristicsofJuniorMiddleSchoolStudents’EnglishLearning

Noonecanclaimtospeakasecondorforeignlanguagewithcompleteaccuracyandmastery.EspeciallythestudentsinjuniormiddleschoolwhomfirsttostudyEnglish.Frommyresearch,apartofstudentspaylessattentiontotheEnglish.ThesechildrenalsothinktheEnglishismoredifficultthanothercourse.Injuniormiddleschool,weoftenhearcomplainfromtheteacher,everythingofhimisok,butalwayskeepsilentintheclassroom.Wealsofoundthat,somestudentsaregoodatwrittenexamination,butpoorinspokenEnglish.Inthesocietycommerce,somestudentshaveagoodidea,butcannottalkaboutit,brokenupexpressingmakehimstrain.Andsomeonecantalkfreelyandsmartlyinthecasualsituation,butintheformalsituation.

Wecanfoundallofthephenomenawementionedaboveinanymiddleschool,afteranearnestanalyzing,wegotsomereasonsaboutthese:

   3.1TheInfluenceofMotherTongueLanguage

Alearner'smothertonguethatwealsocallone'sFirstLanguage（L1）alwayshasgreatimpactonhisorherSecondLanguage（L2）.Uptothe1980safairlyderogatoryterminterferencewasusedfortheL1influenceonL2performance.Theterminterferencewastheoriginofthetermtransfer.However,asLado（1957）firstputsit,suchtransfercanbenegative,butitcanalsobepositive.ThepositivesideisthatbyborrowingL1patternsandL1communicationstrategies,thelearnercanatleaststayincommunicationandmanagetomakehimorherunderstood.AsEnglishteachersinChina,theypaymoreattentiontothenegativeinfluenceofChineseasthemothertongue.

ItisverycommonforsecondlanguagelearnerstomakeerrorsduringthecourseofSLA（secondlanguageacquisition）.Solearners’errorscanshedsomelightonthelearner'slanguagebackgroundandproficiencylevel,andinthisway,thesubject’slearnererrorsismeaningfulforlanguageresearchersandteacherstostudyandhencestimulatethemtoimprovetheirresearchandteaching.

 InthefieldofthestudyofSLA,researchersattempttouncovertheprocessoflearningandexplainwhylearnersmakeerrorsinthecourseoflearningasecondlanguage.ContrastiveAnalysis（CA）,whichaimedatpredictingerrorsresultingfromL1interference,failedtoa