The Application of Situational Language Teaching in College Oral English Teaching2

1、the application of situational language teaching in college oral english teaching一、原始依据（包括设计或论文的工作基础、研究条件、应用环境、工作目的等。）reason of the research: at present, there are many language learners, high school graduates, or college undergraduates students whose oral english is unsatisfactory, or even poor. al

2、though they have spent years trying to improve their oral english, they can not express themselves fluently and they do not know how to. however, it is possible to conquer language learning difficulties by adopting situational language teaching approach.purpose: the purpose of this study is to give

3、a deep analysis of situational language teaching approach and to show how the approach has influenced teachers and students. by using this approach, teachers can make class more attractive and effective. 二、参考文献1 richards, jack c. and theodore s. rodgers. approaches and methods in language teaching.

4、beijing: foreign language teaching and research press, 2005.2 james oliver. easy exercises for oral skills. beijing: china commerce and trade press, 2009.3 樊习英英语口语探索成都：西南交通大学出版社，20084 徐子昂，吴格非按实例学英语口语北京：北京工业大学出版社，20005 穆诗雄主编英语专业毕业论文写作北京：外语教学与研究出版社，20026 高鹏，李晓光，张春明主编大连：挑战英语实用技能自主口语训练法，20047 浩瀚，陈燕主编北京：

5、石油工业出版社，20078 刘玉梅，肖肃主编英语教学法：理论与实际北京：国防工业出版社，20079 wang yan. the use of body language teaching and situational language teaching in teaching oral english. 2007.10 arry tri oktavi susanti. improving students pronunciation skill using situational language teaching.http:/etd.eprints.ums.ac.id/3685/1/a32

6、0040067.pdf, 2008.三、设计（研究）内容和要求（包括设计或研究内容、主要指标与技术参数，并根据课题性质对学生提出具体要求。）content of studies: the key to improving oral english teaching is to create an english-friendly environment in class for students to practice effectively based on the method of situational language teaching. this paper should focu

7、s on how to set the specific situations in order to improve college students oral english in a short period. in this paper, some previous relative theories should be studied first and the importance of situational language teaching will be further presented with examples. requirements: as an indispe

8、nsable part of undergraduate education, the writing of thesis plays an important role in developing the students ability to comprehensively apply learnt knowledge and skills to practical use. according to the document of tianjin university renai college issued in 2009 on the requirements of undergra

9、duates thesis, students should stick to the following requirements:1. the thesis must be based on the students own ideas. plagiarizing is not allowed.2. the thesis should strictly conform to the format set by the university.3. the length of the thesis is 5000-7000 words.4. under the guidance of the

10、supervisor, students should finish the thesis within the period from december 14th, 2009 to may 15th, 2010.学院本科生毕业设计（论文）开题报告课题名称 the application of situational language teaching in college oral english teaching系名称专业名称科技英语学生姓名 指导教师 （内容包括：课题的来源及意义，国内外发展状况，本课题的研究目标、研究内容、研究方法、研究手段和进度安排，实验方案的可行性分析和已具备的实验

11、条件以及主要参考文献等。） i. source:the topic is self-selected by the student.ii. purpose:the purpose of this study is to give a deep analysis of situational language teaching approach and to show how the approach has influenced teachers and students. by using this approach, teachers can make class more attract

12、ive and effective. iii. objectives:the objective of this paper is to give a whole introduction about using situational language teaching approach in teaching oral english can get the best effect. iv. content:this paper mainly relates the situational language teaching approach to the practical teachi

13、ng according to the mode: theory first, examples later. it can get a new level about teaching and learning english and will give students an easier way to learning english. it will benefit both the students and our country. the paper consists of four parts:part 1. introduction to situational languag

14、e teaching approach part 2. literature reviewpart 3. application in college oral english teachingpart 4. conclusionv. methods:doing some research on oral english teaching, situational language teaching, and analyzing the application of situational language teaching approach into college oral english

15、 teaching. .vi. time schedule:nov.30dec.14topic selectiondec.14jan.10filling in the task formjan.10feb.26material collectionfeb.26mar. 5opening reportmar. 6apr. 2first draftapr. 3apr.25second thesisapr. 26may 15final thesisend of mayoral defensevii. main references:1 richards, jack c. and theodore s

16、. rodgers. approaches and methods in language teaching. beijing: foreign language teaching and research press, 2005.2 james oliver. easy exercises for oral skills. beijing: china commerce and trade press, 2009.3 樊习英英语口语探索成都：西南交通大学出版社，20084 徐子昂，吴格非按实例学英语口语北京：北京工业大学出版社，20005 穆诗雄主编英语专业毕业论文写作北京：外语教学与研究出

17、版社，20026 高鹏，李晓光，张春明主编大连：挑战英语实用技能自主口语训练法，20047 浩瀚，陈燕主编北京：石油工业出版社，20078 刘玉梅，肖肃主编英语教学法：理论与实际北京：国防工业出版社，20079 wang yan. the use of body language teaching and situational language teaching in teaching oral english. 2007.10 arry tri oktavi susanti. improving students pronunciation skill using situational

18、language teaching.http:/etd.eprints.ums.ac.id/3685/1/a320040067.pdf, 2008.11 选题是否合适： 是 否课题能否实现： 能 不能指导教师（签字） 年 月 日选题是否合适： 是 否课题能否实现： 能 不能审题小组组长（签字） 年 月 日abstract situational language teaching is an innovation in english teaching field and this advanced method of teaching is very popular in chinese s

19、tudents english teaching nowadays. in this article, the author is trying to give a whole introduction about using situational language teaching approach in teaching oral english can get the best effect. in order to stimulate students interests and enthusiasm to learn english, to make the class atmos

20、phere lively and to make the teacher achieve effective teaching in the classroom language teaching, the author develops the argument: to apply the situational language teaching approach in the english language teaching, and to argue for it by means of analyzing its theory, rules and its application.

21、 in order to achieve these purposes, the author relates theory to the practical teaching according to the mode: theory first, examples later. it can get a new level about teaching and learning english and will give students an easier way to learning english. it will benefit both the students and our

22、 country. keywords: situational language teaching; approaches; oral english teaching.outlinethesis statement: situational language teaching is given most consideration during english teaching progress and advocated to complement or even replace the traditional ones. . introductiona. background of th

23、e researchb. current usage of situational language teaching . literature reviewa. research in situational language teaching1. introduction of situational language teaching2. models of situational language teachingb. merits and defects of situational language teaching1. merits of situational language

24、 teaching2. defects of situational language teachingc. approaches of situational language teaching1. theory of language2. theory of learning. application in college oral english teachinga. the nature of oral english 1. comparisons between spoken and written language2. characteristics of speech3. fac

25、tors involved in speaking english competentlyb. factors involved in speaking english competently1. error-correction2. motivation3. managing interaction4. communication strategies5. social-cultural factors6. classroom atmospherec. some situational language teaching methods to improve college oral eng

26、lish 1. watching movies and imitating them2. listening to conversations and repeating them3. listening to lectures and holding debates d. designing speaking activities in college classroom 1. selecting spoken texts 2. methodology in teaching oral english 3. types of activities in english speaking cl

27、assroom 4. encouraging students to speak out of class. conclusion 2the application of situational language teaching in college oral english teaching. introductiona. background of the research as we all know, language is an essential part of communication. no one can communicate with others without l

28、anguage. furthermore, it is undeniable that english as an international language has gained its popularity all around the world. the purpose to learn a foreign language is communicating with local people about their culture and other aspects of their life. as a result, spoken language becomes more a

29、nd more important. someone is considered as master in studying a foreign language if she or he speaks the language fluently. nowadays, almost everyone knows the importance of learning english, it is taught as a compulsory subject at elementary school, secondary school and university in china. chines

30、e government has raised questions about how to teach english as a foreign language to all kinds of students because the study of english continues to occupy an important place in our educational curriculum. a lot of people consider that vocabulary is the key to learning english, so they prefer to me

31、morize words as many as possible. it is true that one can not communicate effectively or express his ideas in both oral and written forms without a sufficient vocabulary. however, we all know that the effect of learning language is marked by the students communication ability. although vocabulary is

32、 an indispensable element in learning foreign language, a more important one is how to speak that language out. since different pronunciation will make different meanings to the listeners and it will certainly distort the messages. all of these proved the importance of improving oral english.b. curr

33、ent usage of situational language teaching in china foreign language teaching has been playing a dominant role in chinas curriculum reform, especially in the present globalization of chinese society and economy. however, the insufficient research into foreign language teaching and blindly adopting w

34、estern theory demand china learn from its own experience and also develop western foreign language teaching theories that innovate and promote its education system and research. there is a phenomenon which we called “dumb english” in china, which means a large number of students can only read and wr

35、ite instead of speaking. according to the observation, the problem is caused by the ways chinese teachers teach. in addition, a lot of schools in china do not have enough facilities such as english laboratory, lcd, and other multimedia. so the students need suitable advices to improve their oral eng

36、lish. predecessors created several ways to attract students. first, they encourage teachers to create the comfortable environment to do the teaching learning process. second, they also advice teachers to use different kinds of media, such as concrete objects, pictures and other aids in order to avoi

37、d the young learners boredom. based on the phenomenon of how important oral english in english learning is, the researchers try to teach oral english by using an attractive way which is suitable for college students, that is by using situational language teaching (slt). chinese researchers found tha

38、t the method of language teaching must be comfortable and relaxing for the students. teachers need to find something to stimulate students motivation in the class. besides, teachers should make students participate in some activities which are interesting and fun for them. situational language teach

39、ing (slt) is developing in china and has been adopted for many years, which shows its effect perfectly. literature reviewa. researches on situational language teaching1. introduction of situational language teaching“few language teachers in the 1990s are familiar with the terms oral approach or situ

40、ational language teaching, which refer to an approach to language teaching developed by british applied linguists from the 1930s to the 1960s.” 1 this approach began with the work of british applied linguists in the 1920s and 1930s. during this time, a lot of applied linguists contributed many ideas

41、 to methodology in language teaching. among these people, harold palmer and a. s. hornby are two prominent leaders in british twentieth-century language teaching. they wanted to develop a more scientific approach to teaching english than the old ones. they led a systematic study of the principles an

42、d procedure which could be used to the selection and organization of the content of a language course. the first aspect of this method is vocabulary control. palmer considered that vocabulary was one of the most important aspects of foreign language learning. besides, in some countries, reading skil

43、ls are the goal of foreign language study, which needs a large amount of vocabulary. another british language teaching specialist, michael west, who investigated the role of english in india in the 1920s, said that vocabulary was seen as an essential part of reading. the second aspect of this method

44、 is grammar control. palmer pointed out the problems of grammar for the foreign learner. from 1922 to world war, he directed the institute for research in english teaching in japan. “palmer viewed grammar as the underlying sentence patterns of the spoken language.”2 a lot of british applied linguist

45、s analyzed english and sorted its major grammatical structures into sentence patterns. these patterns could be used to help internalize the rules of english sentence structure. the principles of selection, gradation and presentation are involved in methodology which was developed by palm, hornby, an

46、d other british applied linguistics from 1920s, even if they held different views toward what kind of the specific procedures should be used during teaching english. the oral approach was applied to english language teaching by the 1950s. and it was widely used since then, more and more language spe

47、cialists all around the world found it effective in language teaching procedure. finally, they conclude 6 main characteristics of the approach: “ language teaching begins with the spoken language. material is taughtorally before it is presented in written form. the target language is the language of

48、 the classroom. new language points are introduced and practiced situationally. vocabulary selection procedures are followed to ensure that an essentialgeneral service vocabulary is covered. items of grammar are graded following the principle that simple forms should be taught before complex ones. r

49、eading and writing are introduced once a sufficient lexical and grammatical basis is established.”3after the conclusion, the term situational was used increasingly concerning the oral approach. in 1950, hornby published a series of articles in english language teaching with the title of the situatio

50、nal approach. after that, the terms structural situational approach and situational language teaching spread quickly. 2. models of situational language teaching: a developing onesituational language teaching is a suitable teaching method to increase english learners enthusiasm because it deals with

51、the characteristics of the young learners. in addition, it involves some attractive ways which can get rid of students feeling of boredom and enhance their motivation to learn. for so many years, more and more researchers believe in this method, not only because it can improve students interests of

52、learning english, but also it can really assist teachers in teaching english efficiently. at the moment, situational language teaching method is only used in several aspects of english, vocabulary, grammar for example. with its strong emphasis on oral practice, grammar, and sentence patterns, situational language teaching method continues to be widely used in many parts of the world in the long run. b. merits and defects of situational language teaching1. merits of situational language teaching the first one, it is the first attempt to establish theoretical principles to build a met