Situational Language Teaching.docx

1、Situational Language TeachingA Comparative Study of Situational Language Teaching and Communicative Language Teaching in Teaching Oral EnglishContentsAbstract (English).2摘要.3Introduction.4Chapter 1 Problems in teaching oral English to high school students. .51.1Getting students involved in oral Engl

2、ish class51.2 Contents to be taught in oral English course.6Chapter Two. Brief introduction of SLT and CLT72.1Situational Language Teaching .72.2Communicative Language Teaching 82.3Comparison of the features of SLT and CLT. 9Chapter Three Application of SLT and CLT in teaching oral English to high s

3、chool students14Conclusion13Reference.14AbstractIn order to improve the abilities of the students communication in English. I practice this method in my teaching to combine Situational Language Teaching with Communicative Language Teaching. And this thesis will narrate what I have studied.Using Situ

4、ational Language Teaching and Communicative Language Teaching jointly in teaching oral English to high school students can get the best effect. Communicative Language Teaching (CLT) and Situational Language Teaching (SLT) are given most consideration and are advocated to complement or even replace t

5、he traditional Grammar-Translation Method. But we should also be aware that new methods and approaches might have limit. We should adapt teaching approaches creatively to fit into our own teaching practices.By creatively adopting CLT and SLT principles and activities, an oral English teacher may be

6、able to solve problems in various teaching situations. Both SLT and CLT can be used to teach oral English, but we need to compare them, evaluate them and adapt principles that suit to our own teaching situation best. Similar to learning a language, we can find the best teaching method for ourselves

7、only through trial and error. Constantly checking students progress and adjusting teaching strategies are necessary when we are applying teaching approaches. Every teacher shall find a best teaching method for himself that will give students most benefits.Key words: SLT CLT comparison application 论文

8、摘要将情景反应和交际用语有机地结合起来应用在中学英语教学的口语教学上实践证明能够取得很好的效果。它已被视为传统教学法的极为有效的补充，甚至在一定程度上可以代替传统的教法-翻译教学法。但是我们也应该注意到任何新的方法和途径都有其局限性，应该创造性地运用这些教学法以便更好地适合自己的教学。创造性地接受情景反应和交际用语方法的规则和活动，英语口语教师就能够解决各种在教学中出现的问题，例如：学生不愿开口说英语等等。然而，没有任何一种教学法能够有效地用在基础教学中，我们必须提炼其精髓并富有创造性地把它们应用到自己的教学中去。情景反应和交际用语都能运用到口语教学中去，但要对其进行比较、分析，去其糟粕，取其

9、精华，正如学习一样，教学也应不断地在实践中总结出最佳的教学方法。关键词：情景反应,交际用语,比较,运用IntroductionThe teaching of foreign languages has evolved for many centuries. Different teaching approaches and methods have been developed by linguists and language teachers, especially in the twentieth century. Chinese foreign language teachers an

10、d linguists also developed and introduced some teaching approaches to the teaching of English in China. Among the teaching methods practiced in China .Situational Language Teaching (SLT) and Communicative language Teaching (CLT) are given most consideration and are advocated to complement or even re

11、place the traditional Grammar-Translation Method. Teachers of foreign languages in China have realized the drawbacks of the Grammar-Translation Method and are eager to find a better substitute, but we should also be aware that new methods and approaches might have limitations. We should adapt new te

12、aching approaches creatively to fit into our own teaching practices. The paper mainly concerns the proper application of the above two approaches in teaching oral English to high school students. This paper mainly talks about it in the following parts:IProblems in teaching oral English to high schoo

13、l students1.1 Getting students involved in oral English class1.2 Contents to be taught in oral English courseII. introduction of SLT and CLT 2.1 Situational language teaching 2.2 Communicative language teaching 2.3 Comparison of the features of SLT and CLT III. Application of SLT and CLT in teaching

14、 oral English to high school studentsChapter 1 Problems in teaching oral English to high school students.There are two major problems in teaching oral English. One is how to encourage students speak more English in the class, and the other one is what should be taught to them in an oral English cour

15、se.1.1Getting students involved in oral English class Motivations for students to learn oral English are mostly “intrinsic”, that is, they are eager to learn something useful and practical in English for their own sake instead of for passing exams, although it is a requirement that they attend the o

16、ral English course. They are bored of the traditional Grammar-Translation Method, and are eager to experience something original to them in an oral English class. They have learned English mainly for the purpose of passing exams instead of for communicating with others, and they are quite knowledgea

17、ble in grammar. However, their fluency in oral English is much worse compared to their ability in writing, as we can see from the difference of reading a prepared written speech and improvising a much easier conversation. In fact, few of them dare to speak English during the classes. They know every

18、 word or phrase they need to use and every grammar point they are to follow, however, the only problem is that they cant express it orally. They already have motivation and interest in learning and practicing oral English, and then it is the teachers responsibility to help them to take the first ste

19、p in practicing oral English. Students active involvement in classroom activities is the basis of organizing a successful oral English class, and thus it requires the teacher to use a more student-oriented teaching approach. Therefore, it is suggested that a few classes shall be devoted to warming u

20、p and getting students actively involved in oral English class, and thus it requires the teacher to use a more student-oriented teaching approach. Therefore, it is suggested that a few classes shall be devoted to warming up and getting students actively involved in oral English classes, so as to set

21、 up the foundation for success in following classes. Communicative Language Teaching Approach can be preferably used to gain fluency in speaking English towards this end. 1.2 Contents to be taught in oral English courseA dilemma for an oral English teacher is what to be taught in this course. It is

22、argued that English learners in China should emphasize the vertical aspect rather than the horizontal aspect in learning and practicing oral English, that is to say, on the horizontal aspect in learning and practicing oral English, namely, on the condition of limited time and energy, an English lear

23、ner shall learn more expressions on complete and various topics concerning his present or future field of working, rather than learning every possible expression on the same topic, such as saying hello to a foreigner. The content shall be arranged according both to difficulty and to topics. Situatio

24、nal Language Teaching Approach can be used in explaining new points to students, while CLT activities can be adopted to practice fluencyChapter 2 Brief introduction of SLT and CLT To have a better idea of why and how SLT and CLT can be used in solving the above problems, we shall first have a thorou

25、gh understanding of these teaching approaches. Richards and Theodore(1988) give a best summary of teaching approaches in their book Approaches and Methods in Language Teaching. Since teaching oral English is the main concern of this paper, we will mainly focus on the aspect of teaching spoken Englis

26、h by usng these two approaches. A brief summary is as follows;2.1 Situational language teaching Acquiring linguistic data is not sufficient because the scene is not a linguistic one, we will meet different objects and events which are present at the moment of communication. In this respect Halliday

27、remarks “when we acquire our primary language, we do so by learning how to behave in situations, not by learning rules about what to say”.The situational language teaching approach just follows this rule. Situational language teaching was originally called oral approach, which was developed by Briti

28、sh applied linguists from the 1930s to 1960s, and it has provided guidance to many well-known EFL/ESL textbooks and courses, including New Concept English written by Alexander, which is still used in China and known by almost every Chinese English learner. The theory of learning underlying Situation

29、 Language Teaching is behaviorism, addressing more the processes, than the conditions of learning.Richards and Rodgers summarized the main characteristics of the approach as follows:1. Language teaching begins with the spoken language. Material is taught orally before it is presented in written form

30、.2. The target language is the language of the classroom.3. New language points are introduced and practiced situational.4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.5. Items of grammar are graded following the principle that simpl

31、e forms should be taught before complex ones.Reading and writing are introduced once a sufficient lexical and grammatical basis is established. Situational Language teaching uses a structural syllabus and a word list. Structures are always taught within sentences, and vocabulary is chosen according to how well it enables sentence patterns to be taught. The practice techniques employed generally consist of guided repetition and substitution activities, including chorus repetition, dictation, drills, and controlled oral-based reading and writing tasks.Since