2。 Literature Review 4

2。1 An Overview of Grammar Teaching 4

2。1。1 The Definition of Grammar 4

2。1。2 The Importance and Necessity of Grammar Teaching 4

2。2 An Overview of Situational Teaching Method 5

2。2。1 Concept and Development of STM 5

2。2。2 Principles of STM 5

2。3 Researches on Grammar 源Q于D优G尔X论V文Y网wwW.yOueRw.com 原文+QQ75201`8766 Teaching with Situational Teaching Method 6

2。3。1 Study on Grammar Teaching with STM abroad 6

2。3。2 Study on Grammar Teaching with STM at home 7

2。3。3 Comment 8

3。 Methodology 9

3。1 Research Questions 9

3。2 Participants 9

3。3 Instruments 9

3。4 Teaching Procedures and Data Collection 10

3。4。1 Relevance between Situations and Student’s Life Experience 10

3。4。2 Relevance between Situations and Stories 12

4。 Results and Data Analysis 17

4。1 Analysis of Student Questionnaire 17

4。2 Analysis of teaching videos 18

4。3 Analysis of Grammar Test 18

5。 Conclusion 20

5。1 Major Findings 20

5。2 Suggestions 20

5。3 Limitations 21

References 22

I。 Introduction

1。1 Research Background 

In more than a century, traditional grammar-translation method played the leading role in English grammar teaching in China, which resulted in the unsatisfactory result for the improvements of Ss’ communicative competence。 Under the pressure of exam-oriented education, students may get high score of vocabulary, grammar, and writing, but they cannot speak fluently and properly。 Besides, there is a kind of teaching method called “grammar abatement” in middle schools, which means more and more teachers prefer not to have independent grammar class。 

Different from traditional language teaching methods, one of the main principles of situational teaching is student-centered, which means students are the main subject in communication。 Situation is applied in grammar teaching, which changes the simple style of learning and memory of the grammar by putting the boring grammar terms into a realistic environment, and providing students with opportunities to use language in a practical application。 Situational teaching has the advantages of being intuitive, fun and vivid, which can stimulate students’ participation in and eagerness for learning。 And it has been gradually acknowledged among the scholars in China that improving communicative competence is the ultimate aim in foreign language teaching。 In the recent decades, as the implement of National English Curriculum Standards for junior middle school, it stipulates the aims of grammar teaching in junior school: students should meet the requirements of describing and expressing opinions, attitudes and emotions in proper language forms as well as mastering basic discourse structure and logic relationship。 What’s more, it also encourages students to find the laws of language knowledge and gradually grasp language skills by experiencing, practicing, participating, exploring and cooperating。  情景教学法在初中英语语法教学中的案例研究(2):http://www.youerw.com/yingyu/lunwen_167768.html