Of course, there exist some other factors that can influence students’ communicative competence, such as personal character, evaluation mode and so on。 But Situational Teaching Method doesn’t come down to these factors, so the paper no longer gives unnecessary details。

2。3 Related research

Suping TIAN and Zhenmei SHI pointed out that as an effective teaching method, situational teaching method was used in college English teaching。 Facts proved that it can increase the quality of teaching to a great extent。 The traditional teaching method failed to establish emotional connection between teachers and students。 Educated by situational teaching method, students threw themselves into the language learning。 In which case, students were able to comprehend the language environment and master teaching material by communicating with teachers and their classmates。 (Suping TIAN and Zhenmei SHI 1)

     There have been many scholars and teachers researching Situational Teaching Method from theory to practice in China。 They have indeed made certain achievements。

Li Jilin, among the researchers of Situational Teaching Method, made great contributions at home。 In 1996, her book laid a solid foundation for the theory of Situational Teaching Method and opened up a new prospect Situational Teaching Method in China。 This book discussed the features and theoretical foundation and emphasized the following items: motivating students’ emotion; cultivating students’ interest; creating various situations and applying knowledge to life。 

At present, Situational Teaching Method is implemented by more and more teachers。 But what are the effects of Situational Teaching Method? Shen Xindi did experimental research。 She selected two classes from the same grade。 One class was taught by traditional teaching method, while the other class was taught by Situational Teaching Method。 The result proved that the students who were taught by Situational Teaching Method got better grades。

3。 The Principles of Situation Teaching Method in English Class

According to Su Home Lynskey, everyone has a desire in his heart of hearts that he is a discoverer, a researcher and an explorer, especially for children (Su Home Lynskey 134)。  Because of being young, primary school students are good at remembering intuitional and vivid things。 Besides, they are imaginative, lively and active, excel in imitation。 While pupils have a short attention spans。 Based on these characteristics of primary school students, Situational Teaching Method makes them learn English more easily and more actively。 The most important thing is that teachers how to flexibly use Situational Teaching Method in English teaching。

Without target language atmosphere and target language situation, Situational Teaching Method would not be helpful to improve students’ communicative competence。 Therefore, only teachers design successful situations, can the result reaches the expectant effect。 There are some principles for creating situations for teachers。

3。1 Principle of being authentic

The function of communicative is persified。 It rests with given situations and social factors。 To achieve the purpose of cultivating students’ communicative competence, situations designed by teachers must follow the principle of being authentic, because only in the real situation, can communicative competence get the best practice。 In daily life, Chinglish is ubiquitous。 For examples, Care of the grass (Keep off the grass) and this dress is too expensive, I can’t buy it (this dress is so expensive that I can’t afford it。)。 It is lack of authentic teaching situations that brings about this phenomenon。 To overcome this problem, the biggest challenge for the teachers is that they should not only understand teaching material thoroughly, but also learn the knowledge from multiple channels, such as newspapers, magazines, radios and TV programmes, then combine it with teaching material to design situations。 Exposed to real English use in the process of teaching, students are familiar with the principles of language use。 When they leave the classroom and come across the same or similar situations, they can use language that they have mastered to communicate。 Another idea is that students can be seeing the usefulness of target language and this provides them with a purpose of learning。 It is considered desirable to give students an opportunity to experience real language use by native speakers(曹亚民 458)。  文献综述 情境教学法对小学生交际能力的培养(3):http://www.youerw.com/yingyu/lunwen_90787.html