A Study on the Application of Situational Language Teaching in English class at Primary School文献综述

 2022-09-09 16:00:17

A Study on the Application of Situational Language Teaching in English Class at Primary School

Abstract

As the new English Curriculum Standard sets the overall objective of English course is to cultivate learnersrsquo; comprehensive language application ability. Therefore, developing studentsrsquo; English learning interest and providing them opportunities to express and apply English effectively have becoming extremely important for English teaching. In that case, the Situational Language Teaching (the SLT), an approach of English teaching, has been paid more and more attention. In this literature review, the writer first clarify the theoretical basis of the SLT, including its development, characteristics, teaching objectives, teachers and students role of it and methods to create situation. Then, the write analyses earlier studies on the SLT home and abroad and finds out that previews studies focus more on the basis of the SLT and the possible methods to create situation but concentrate less on the application of the SLT in English class. After that, the writer illustrates the significance of studying the application of the SLT in English class at primary school.

Keywords: Situational language teaching; theoretical basis; comments;

  1. Literature review
    1. A theoretical review of situational language teaching
      1. Theoretical basis of the SLT

Situational language teaching (SLT) is an approach derived from the Direct Method and developed by British applied linguists Harold Palmer and A.S. Hornby from the 1930s to the 1960s (Richard amp; Rogers, 1986). The structural view of language is the view behind the SLT. He (2011) points out that structuralism believes that speech is the basis of language and structure is regarded as core of the speech, and structure should be learned through practicing speech in situation.. The SLT originally focus on controlling lexicon and grammar But it now emphasizes that in teaching process, teachers should create situation to introduce certain language items to students. The main character of the SLT is that new language points are introduced and practiced according to situation.

      1. Characteristics of the SLT

According to Xiao (2005), there are six basic characteristics about the SLT. Namely:

  1. The spoken language comes first. All language materials should be practiced orally before being presented in written form;
  2. The target language should be used in classroom;
  3. New language points must be presented and practiced in situation;
  4. There should be procedures in selecting vocabulary so as to cover an essential general service vocabulary;
  5. Easier grammatical points are introduced before complex one;
  6. Reading and Writing are introduced only when most general and useful lexical items are presented;
      1. Teaching objectives of the SLT

Teachers with the SLT aim at improving studentsrsquo; four basic skills of language: listening, speaking, reading and writing. As the core of the SLT is that spoken language is primary, students are required to have the ability to speak and respond quickly and accurately in speech situation. In addition, automatic control of basic structure and sentence patterns is also required. (SIL International, 1999)

      1. Teachers and studentsrsquo; role of the SLT

According to He (2011), teachers are the language models whose pronunciation, intonation are imitated by their students. Also, teachers are the designers and commands of the class. They are responsible for designing various activities and situation with visual aids to give students more chances to learn and practice language.

剩余内容已隐藏，您需要先支付 10元 才能查看该篇文章全部内容！立即支付

以上是毕业论文文献综述，课题毕业论文、任务书、外文翻译、程序设计、图纸设计等资料可联系客服协助查找。

您可能感兴趣的文章