情景教学法在中学英语口语教学上的应用_毕业论文

communicative competence should consider four aspects. Firstly, the speaking should be grammatically correct. That is right in form. Secondly, the speaking should be suitable. Thirdly, the speaking should be appropriate. Fourthly, the speaking should emerge in real life. In the twentieth century, Baker (1924) has suggested that English teaching should include not only grammar and writing but also language as a tool for communication in the social context. Ortega and Norris both have paid attention to issues about oral production. Ortega has offered a different view of relationship between projecting and second language oral production from the standpoint of art. She calls for multiple sources of data and analysis to make guidance for second language use inside and outside the classroom. It is remarkable of the number of creative activities designed by many scholars over the last fifteen years. These activities are useful to improve learners’ communicative competence and they have changed the teaching of oral skills (Kransch, 1993). He emphasized the great importance of oral English and appreciated the development of oral English teaching. According to English scholar Hornby’s thoughts (1981), situational teaching approach means that the teachers create some concrete and vivid teaching situations purposefully during the class to help the students gain knowledge and develop skills. He insisted the teachers should introduce new vocabulary and sentence structure to the students first to prepare for understand the article and then deal with the article when they apply the situational teaching approach. Yu Yao (2003) expressed her idea about situational teaching approach. Her definition about the situational teaching method originates from Firth’s linguistic theory “language has its meaning according to language background and context”. She has the opinion that the students

can express their ideas imitating the similar sentences in the situation, communicate with other students emotionally and master language structures. Anderson (1996) have pointed out that the most obvious characteristic of situational teaching approach is “to help the students to learn language knowledge on the carrier of the true language situations”. Specifically, Zhang Qingying (2005) came up with several features of situational teaching approach. Firstly, situational teaching approach has the characteristic of audio-vision and vividness. Yu Yao (2003) thought “the situation is the concrete scene and occasion where language exists”. Secondly, situational teaching approach has the characteristics of symmetry of emotion and perception. Zhang Qingying thought that learning process is the process of interaction of students’ emotion and perception. Thirdly, situational teaching approach has the characteristics of putting education and enjoyment together. In China, the situational teaching approach originates from English Language Teaching established by Zhang Shiyi in 1948. Zhang Jianzhong has also made contribution to the development of situational teaching approach. Zhang Jianzhong and Yu Hongzhen (2000) thought situation is an important factor that influences the effect of English teaching. Wang Yanping and Zhang Jing (2003) have also explored the situational teaching approach. In the article, the Integration between Situated Cognition Theory and English Language Teaching, they pointed out that the students should learn in real environment and learning tasks can not be far away from true situations. Long Wenzhen (2003) also indicated that in concrete situations students understand the passed information and their desire of expressing their thoughts is inspired. Thus the ability of expressing ideas using English is improved.

In foreign countries, linguists and educators have researched the effect of situational teaching approach on teaching extensively and deeply. Dewey values situational teaching approach much. He is the first person to use situational teaching approach in education. In his mind, the process of teaching is the process in which teachers should create situations to inspire students’ learning motivation. He has developed the theory and practice of situational teaching approach. Firth and Halliday (1974) researched situational teaching approach in oral English class. They thought that situational teaching is to present teaching materials by object, pictures, acting and multimedia. It makes students get more perceptual cognitions and express and react well outside the classroom. Literature review includes reviews of oral English teaching and reviews of situational teaching approach. It presents the definitions of oral English teaching and situational teaching approach and some researches on oral English teaching and situational teaching approach. It is the theoretical foundation of the thesis.

题目：本科生毕业论文设计

情景教学法在中学英语口语教学上的应用

作者姓名： XXX 指导教师： XXX 所在学院： XXX学院 专业（系）： 英语教育 班级（届）： XXXX届

完成日期 2013 年 5 月 8 日

The Application of Situational Teaching Approach to Oral English Teaching in Middle Schools

BY XXXX

Prof. XXXX, Tutor

A Thesis Submitted to Department of English

Language and Literature in Partial

Fulfillment of the

Requirements for the Degree of B.A. in English

At XXXXUniversity

May 8th, 2013