摘　要

在日常生活交流中，语言是一个重要的部分，没有人可以不使用语言交流。更重要的是，毋庸置疑，英语作为一种国际化语言已在全世界广受欢迎。情景教学法是一种广泛应用在英语口语教学中的方法。它能弥补其他教学方法在语言教学实践中的不足之处。情景教学法使得学生英语学习更自然且高效率，从而理解和掌握另一种新的语言。它与其他教学方法的不同之处在于把英语学习和设置情景结合起来，通过这种方式英语学习者可以完全地理解这种语言。鉴于学习外国语言的困难是莫大的且各种各样的，作者希望能够回顾和总结造成学习一种外国语言能力不同的根源，从而使教师可以更好地确定学生在课堂上苦苦挣扎的原因。一方面，本文将继续调查外语学习困难的原因并在前人总结的经验的基础上找出解决方法；另一方面，本文将给出一系列可行的口语测试类型的想法。

关键词：情景教学法； 英语教学； 口语

Abstract

In people’s daily communication, language is an important part since no one can communicate with others without language. More important, it is undeniable that English as an international language has gained its popularity all around the world. Situational teaching approach is a kind of teaching approach widely used in oral English teaching. It has compensated some shortcomings of other approaches in language teaching practice. Situational Teaching Approach makes English learning more natural and efficient for students to understand and acquire a new language. It is different from other approaches as it combines English learning and settled situations together. In this way, English learners can understand the language better. Since the difficulties behind foreign language is vast and varied, the author hopes to be able to review and summarize the root causes differences in learning a foreign language, so that teachers can better identify the reasons why students are puzzled in their classes. On one hand, this paper will keep on looking into the causes of difficulties in learning a foreign language and find out the solution in view of the experience summed up by the predecessors. On the other hand, this paper will give an idea of possible types of oral tests.

Key words: situational teaching approach; English learning; oral

1 Introduction
    The purpose of learning a foreign language is not only to communicate with local people, but also to learn other aspects of their lives. In this case, spoken language becomes more and more important today. Someone is considered a master in studying a foreign language if she or he speaks the language fluently. People will use the term “learning” henceforth to refer to conscious knowledge of a second language, knowing the rules, being aware of them; and being able to talk about them. Non-technical terms, learning is ‘knowing about a language, known to most people as grammar’, or ‘rules’. Some synonyms include formal knowledge of a language, or elicit learning (Krashen, 1982). The writer thinks that it is necessary for teachers to imitate and create a suitable learning environment.