情境教学法在高中语法教学中的应用研究_英语论文

A Study on the Application of Situational Teaching Method for Grammar teaching in senior school 

摘要

语法教学在我国中学英语教学中扮演着重要角色。如今多数英语教师倾向于传统的语法翻译法教学，这种方法不仅耗时费力收效甚微，而且忽视了学生语言能力的培养。新课改提倡发展学生综合语言运用能力，这就要求教师应注重通过让学生自己观察、反思和运用将语言知识转化为语言技能。相比传统语法翻译法，情景教学法要求根据目标语法知识创设真实、生动的情景，激发学生的探知欲，提升他们的参与感，同时为他们创造更多训练语言技能的机会，因此学生对相应的语法知识理解更到位，其自身的交际技能也得到有效发展。

本论文主要探究情景教学法在高中英语语法教学中的应用，在深入了解情景教学法的发展及其相关理论背景的基础上，研究主要从三个方面展开：一是中学教师对情景教学法的理解，包括教师情景教学法的理论和教学步骤的了解程度和情景教学法与英语语法教学的关系；二是教师在课堂语法教学中应用情景教学法的情况；三是实际教学过程中面临的困难与挑战，即在运用情景教学法进行语法教学设计和课堂实际操作中遇到的问题。

基于访谈数据和课堂观察获得的主要研究结论如下：

1. 语法教学的重要性被普遍认同；

2. 语法教学仍以应试为主要目的；

3. 情景教学法被认为较理想的语法教学法但实际应用少；

4. 教师在语法教学情景化中面临多重困难，主要是应试教育负面影响和大班化操作难度；

5. 教师需要具体情景设计及相关教学建议、有效的多形式语法操练题来辅助语法教学；

以上研究是对情景教学法在高中语法教学中应用现状的初步探索，期望能对高中语法情境化的研究有所帮助，培养学生将语法知识融入实际交际中， 提高学生的语法和语用能力。

关键词：情景教学法 语法教学

Abstract

Grammar teaching plays an important role in English teaching in middle school in China. Currently, most teachers are inclined to teach grammar in traditional grammar-translation method, which is laborious, time-consuming and in-effective and neglect the cultivation of students’ language competence. The new curriculum reform advocates developing students’ “comprehensive language competence”, which require teachers attach much importance to turning their knowledge into language skills through observation, reflection and application. Compared with grammar-translation method, situational teaching method, combing authentic and vivid contexts with target grammatical rules, can stimulate students’ desire for exploration and participation and create more opportunities for them to practice their language skills. Therefore, students have a better understanding of knowledge and develop their communicative ability effectively.

This thesis mainly explore the application of the situational teaching method for grammar teaching in middle school. There are four theories in this thesis, second language acquisition theory, constructionist learning theory, context theory and intuitive leaning. By means of interview and classroom observation, the present author obtained information on the current application of situational teaching method in grammar teaching from three aspects, the first one is to find English teacher’s comprehension on the situational teaching method, including their understanding of this method and its relation with grammar teaching; the second one is teachers’ usage of the situational teaching method in regular grammar class; and the thid one is their problems in the application, such as the difficulties they meet when applying this method to their instructional design and teaching practice. 

With careful information collection, the following conclusions are reached:

1. The significance of grammar teaching has got general agreement from English teachers.

2. Examination-oriented education system still has a great influence on grammar teaching in middle school

3. The situational teaching method is regarded as ideal teaching method in grammar teaching but seldom used in teaching practice.

4. Multiple difficulties emerge in the situational grammar teaching.

5. English teaches need some teaching aids to improve the quality of grammar teaching.

All above is the initial exploration of the application of the situational teaching method for grammar teaching in middle school and the author expects it will contribute to other research of situational grammar teaching. Therefore, situational teaching method can be used widely by middle school EFL teachers to develop students’ awareness of combining grammar with the real contexts so as to improve their ability to use grammar in the proper communication situations.

Key words: the situational teaching method  grammar teaching

Contents

I.Introduction 2

    1.1 Research background 2

    1.2 Research purpose 3

    1.3 Significance of the research 4

    1.4 Structure of the dissertation 4

II. Literature review 5

    2.1 Situational Teaching 5

        2.1.1 Definition of Situational Teaching Method 5

        2.1.2 Research of the Situational Teaching at abroad 6

        2.1.3 Research of Situational Teaching at home 8

    2.2 Second Language Acquisition Theory 10

    2.3 Constructionist Learning Theory 11

    2.4 Context Theory 12

        2.4.1 The studies of Context Theory of the overseas scholars 12

        2.4.2 The studies of Context Theory of Chinese scholars 13

    2.5 Intuitive Teaching 14

III. Methodology 16

    3.1 Research questions 16

    3.2 Participants 16

    3.3 Research methods 16

IV. Findings and Discussion 18

   4.1 Analysis of current situation of situational grammar teaching in middle school 18

        4.1.1 General agreement over the significance of grammar teaching 18

        4.1.2 Great influence of examination-oriented education system on grammar teaching in middle school 19

        4.1.3 The recognition of situational teaching method as ideal teaching method in grammar teaching 19

        4.1.4 Multiple difficulties emerging in the situational grammar teaching 20

        4.1.4.1 The negative influence of examination-oriented education system 20

        4.1.4.2 The difficulty of conducting the situational grammar teaching in large classes 21

       4.1.5 Some teaching aids needed to improve the quality of grammar teaching 22

    4.2 Applications 22

        4.2.1 The choice of sample sentences 23

        4.2.2 Combination of grammar and writing 24

        4.2.3 Situation created according to the text 25

V. Conclusion 27