3。2 Principle of being practical
The effective situations designed by teachers must conform to daily cognitive and authentic activities。 Meanwhile, students' life experience, common sense and current knowledge reserve should be taken into account to serve its purpose。 The situations should play the role of transferring knowledge。 In other word, it can arouse students’ former knowledge schema and establish relationship between old knowledge and new knowledge so as to apply knowledge to communicate with others in daily life。 Furthermore, teachers must set up a close integration of situations with teaching material where a large number of new words ought to be avoided。 New knowledge is hard to exist independently breaking away from old knowledge。 During the process of situational teaching, combining the content of the text with the scenes, students can not only learn the new knowledge but also review the old。 In which case, they can better deepen understanding and master what they are learning and what they have learnt。 Under the guidance of practical principle, students are able to put English into practice to communicate with others。
3。3 Principle of being communicative
The most essential function of language is communication。 It demands that communicators flexibly use language to exchange information in real situations。 Communication is a two-way process。 Listening is a process of getting and understanding information while speaking is expressing and transferring information。 In other word, listening and speaking are interdependent and promote each other。 In traditional language teaching, to help students to grasp new words and new sentence patterns, students are often required to repeat them, use them to make sentences or design some questions that are not used in the students' real life or native speakers’ daily life。 However, if teachers design authentic situations, these questions will be meaningful for information exchange, which can arouse students’ memory to solve problems when they come across same or similar questions in reality。 It is the ultimate aim of foreign language teaching。
In communicative competence theory, Hymes points out that a language learner not only need the ability to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom（曹亚民 454）。 One of the features of the communicative ability is the information gap。 Particularly speaking, an information gap exists when one people in exchange knows something that the other people doesn’t know and wants to know (曹亚民 459)。 Without information gap in English teaching, communication practice is tantamount to mechanical drill。 Hence, it is required for teachers to assign some tasks that contain information gap in English teaching。 Provided different information, students can communicate with their classmates to fulfill an assignment by integrating the half-baked information。 Situations must be communicative。 Only in this way, can students’ communicative competence get development。 So teachers must give their best to create the situations containing information gap。 On this occasion, students can focus more attention to the communication content instead of grammar system。
4。 The Ways of Cultivating Communicative Competence
Creating situations is the key of Situational Teaching Method, which is the key point and difficulty point to put situational teaching into effect。 Situational theory holds the point that the most effective learning comes from real and meaningful situations。 Therefore, it is essential that teachers should create meaningful situations scientifically to cultivate students’ communicative competence。 来`自+优-尔^论:文,网www.youerw.com +QQ752018766-
4。1 Realia
As mentioned above, primary school students are good at remembering intuitional and vivid things。 Psychological research shows that learners can quickly perceive teaching images provided by teachers and raise learning efficiency。 However, students have different reflection speed for different presentation ways for the same content。 Language introduction takes 2。8s, chart introduction takes 1。5s, black-and-white photograph introduction takes 0。8s, but realia presentation only takes 0。4s (魏姜 341)。 Then, we can come into a conclusion that the more concrete of teaching aids, the less time students spend to perceive。 Realia Situational Teaching Method is that teachers use real things or teaching moulds to create situations, clearly showing course content for students。 It not only helps students deepen understanding of what they learn, but also helps them form thinking model of first impression being strongest, which makes students perceive, understand and apply knowledge in certain situations。 Meanwhile, students translate intuitional perception from books into abstract understanding, shortening perception time and raising learning efficiency to a large extent。 As the old saying goes, it is better to see for oneself rather than to hear for many times。 This is a rule that people know objective things, and a springboard that teachers implement situational teaching to cultivate students’ communicative competence in class。 In addition, realia can simulate students’ emotion and learning interest。 Driven by this emotion and interest, learning activities can go with swings。 情境教学法对小学生交际能力的培养(4):http://www.youerw.com/yingyu/lunwen_90787.html