中学英语教学中的情景创设原则Situation-simulating Strategies in Middle School English Teaching开题报告

1. 研究目的与意义（文献综述）

sincedecades ago, international communication has become increasingly significantand frequent. and english, which serves as an international language, has closeconnection with our life. naturally, english has become an indispensable componentof chinese middle school educational system. however, under the influence of exam-orientededucation, cramming method of teaching dominates the teaching process. and english teaching in middle schools ismainly realized through classroom instruction. admittedly, this makes nocontribution to students’ english study. in this case, educators and teachersare sparing no efforts to explore the suitable and effective ways in the hopeof improving chinese english teaching and students’ english competence. nowadays,situation-based teaching method is widely used in middle school englishclasses. besides, researchers and scholars have doneplenty of studies on this topic, such as dong jing, the application of situational teaching method in china’smiddle school english teaching, fang jinming research on situational teaching of junior middle english class from theperspective of life-orientation, and hfiseyinefe, hakan demirrz, ahmet selguk akdemir, a situated learning practice for languageteaching classes：teaching spoken english withauthentic sketches. much effort is put in thisarea。

broadly speaking, situational language teaching method is an effective englishteaching pattern in terms by providing students with vocabularies and sentencepatterns related to their frequent situations through learning materials. teacherspurposely create vivid and colorful situations to arouse students’ interest soas to help their understanding of textbooks and development of mental function.the teaching content is almost embedded in situation. in other words, students’learning is put in imaginary or real situation and they are engaged in thesituation. by practicing in the situation, they learn language points andpromote english competence.

situational languageteaching (slt) is an approach of language teaching developed by british appliedlinguists from the 1930s to 1960s. the impact of this approach has been longlasting and it has shaped the design of many widely used efl/esl textbooks andcourses, including many being used today. streamline english (hartley and viney1979), access to english (coles and lord, 1975), new concept english(alexander, 1967) are all successful textbooks that reflect the classicprinciples of situational language teaching. slt emphasizes the integration of the dynamic process and the lifesituation, pays great attention to students’ understanding of life and theirability development in an active process, and stimulates their interest fromvarious aspects. there is an urgentneed to do something to make the situational teaching method in accordance withthe current status of english teaching in china so as to bring its tremendous influenceinto play. by fully understanding of the situations of english teaching inchinese middle school, we can put forward some techniques and ways to createsituations properly so as to make situational teaching method appliedefficiently.

2. 研究的基本内容与方案

in recent years, the reform of english hasaroused hot discussion in the academic filed. and teaching methods has changedalong with the booming of technology. teachers turn to focus on training students’ability of using language and start to design some interesting activities inclass. fortunately, students’ english competence has been promoted in a certaindegree. however, undeniably, traditional teaching still masters english classin plenty of schools. students play a role of audiences, listening to theteacher and seldom participating in the practice. in this paper, severalprincipals and strategies are put forward to help english teachers enhance the enjoymentand enlightment of their classes. besides, students are hoped to form a positive learningattitude and improve the ability of language application.

this paper is fundamentally divided into fourparts. the first part illustrates the definition, brief history, development andsignificance of situational language teaching. the second part is the current situationof chinese english teaching and then analyzes the great need of slt. the thirdpart will propose some principals and strategies of slt, which are accompaniedby real class case analysis. and the last part is to draw a conclusion of thepaper and express the hope for further research on the topic.

in order to complete and perfect the paper, aninterview of middle school english teacher is required to have a knowledge ofcurrent situation of slt usage in class and efforts on teaching methods reform.other data will be collected from published books, websites, online journalsand theses. if necessary, it is needed to turn to the tutor for help.

3. 研究计划与安排

before25th april : submission of the first draft

before 24th may: revision of the draft

before 29th may: submission of the final version

4. 参考文献（12篇以上）

[1]dongjing，the application of situational teaching method in china’s middleschool english teaching[j] , （english on campus）, 2015.(1):23-27

[2]fangjinming, research on situational teaching of junior middle english classfrom the perspective of life-orientation[j], overseasenglish, 2014(11x):15-16

[3]zhang qian, a survey on the applicationof situational language teaching methodin junior middleschool english classroom[d], liaocheng uniiversity, 2014.04