本文是一篇教学论文，笔者认为情境教学是时态教学的有效方法。与传统的注重语法规则和语法规则练习的教学相比，情境教学以建构主义为基础，即帮助学生建构场景中的时态用法。更清楚地说，情境教学依赖于逻辑思维，而不是死记硬背，这大大降低了学生的记忆压力，提高了他们的学习兴趣。通过一个学期的实验，我们可以看到用情景教学法教授英语时态是可行的。
Chapter 1 Introduction
1.1 Background of the Research
Nowadays, with the development of science and economy, international contacts are more frequent and competition between countries is fiercer. English as the most widely spoken language in the world has played an important part in countries’ diplomatic, scientific and cultural exchange. In the compulsory education stage, opening English learning courses can improve the quality of the people and cultivate talents with innovative and cultural communication skills. Junior high school is the basic stage of English learning, which includes not only the learning of language knowledge but also the language skills. Language knowledge includes topics, functions, grammar, vocabulary, and pronunciation, among which grammar is an important part that cannot be ignored and must be well-mastered. Grammar is the main line running through the language. Without a good basis of grammar, listening, speaking, reading and writing abilities can be hard to improve. The teaching of English grammar in junior high school pays attention to the basic knowledge of grammar. As verbs are the core of the grammar, tense teaching is at the top priority. In the teaching arrangement of tenses, the outline requires junior high school students to master eight tenses, that is, simple present, simple past, simple future, present progressive, present perfect, past continuous, past perfect and past future. As there is no concept of tense in Chinese, students have difficulties in tense learning. While tense teaching in many middle schools still remains the traditional ways that stresses much on language forms and accuracy but overlooks language meaning and its actual context.
The New Standard English Curriculum of Compulsory Education (2011) by the Ministry of Education has clearly stipulated: “Language learning requires a lot of input, and a wide variety of curriculum resources are especially important for English learning. English courses should be based on the needs of teaching and learning, to provide English learning resources that close to students, close to life and close to the times.” The New Standard English Curriculum requires junior high school students to understand the meaning and usage of grammar project in the specific context, and experience the grammatical function of grammar project in practical application.
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1.2 Purpose of the Research
This research is based on Papert’s constructionism theory, and tries to apply the Situational Teaching in tense teaching in junior middle school. The purpose is to find the impact of Situational Teaching on tense, and whether or not it can increase students’ interest in tense learning. At the same time, what effect can Situational Teaching bring to the students’ learning strategies is another question to be discussed. The third question is what the impact of this method on the accuracy of the tense is. This also gives some enlightenment to the research of tense teaching and provides some reference to the Situational Teaching in the future.
Despite many different opinions on the role of grammar in language teaching, we cannot deny that grammar is very important for English learning. A good knowledge of grammar can help us have a better performance in listening, speaking, reading and writing. In many grammar projects, tense is frequently examined and hard to be mastered. When it comes to tenses, students are afraid of making mistakes. Students’ interest in learning tense is not that high. What method is appropriate for tense teaching is still under discussion.
There are some researches on the application of Situational Teaching in grammar in China, most of the research were in colleges and primary schools, but little research was carried out in junior high school, let alone the junior high school in town. Therefore, it is a case about Situational Teaching applied in English tense teaching in junior high school to find whether or not it can affect students’ learning interest, learning strategies and the accuracy of tenses.
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Chapter 2 Literature Review
2.1 Situational Teaching
In the 1920s, Situational Teaching began to develop, represented by the British scholars Palmer and Hornby, who put forward a set of Situational Teaching methods based on the study of their former researchers. In terms of the definition of it, different scholars have different opinions, here are some representative definitions.
Mohan (1977) held the view that ‘Situational’ can be understood to include: a goal of language teaching viz. the students' ability to apply their knowledge of L2 to real speech situations (communicative competence); certain classroom learning activities, e.g. role-playing; a way of presenting teaching points (situational presentation): a way of selecting and organizing content in a curriculum.
Hornby (1981) put forward that Situational Teaching Method refers to that teachers purposefully create some concrete and vivid scenes to help students gain knowledge and develop skills in teaching.
Krahnke (1987) thought that the situation provides the context in the discourse, which makes the language form and meaning more consistent. And Situations can break down barriers between sentences and show second-language learners how language is used in discourse.
Rodgers (2001) believed that the role of teachers in situational teaching is context creator, error corrector, and the learner role is imitator, memorizer.
Li (2003) thinks that situational teaching is a kind of teaching mode that makes full use of image, creates typical scene, arouses students' learning emotion and combines cognitive and emotional activities.
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2.2 Related Research at Home and Abroad
2.2.1 Research on English tense teaching abroad
According to Diogenes Laertius, the specific grammatical tense was analyzed by Protagoras, a philosopher in the 5th century. (He, 2006)
In the 16th century, The English grammarian Lily followed the example of the Latin grammarians Donatus and Priscian, who established the descriptive English tense pattern, arguing that there were five tenses in English: the past perfect, the present perfect, the past, the present and the future. (Matthewssen, 1996: 433 & He, 2006)
The tense teaching developed from the traditional form-focused way to the cognitive grammar, from the cognitive grammar to a more constructive way. Bielak (2011) carries out research among 50 participants who are divided into three groups, one is the control group, the other two are experimental groups. In experimental groups, one of them uses cognitive grammar instruction, and the other uses traditional accounts. The results show that cognitive grammar-based instruction is more effective in explicit grammatical knowledge than that of teaching based on traditional descriptions.
Fazilatfar (2017) does empirical research among third grade middle school students, one group receives concept-based instruction that based on cognitive grammar, and the other group receives traditional instruction. The study lasts eight weeks, and the results show that students who received concept-based instruction can perform better than those in the traditional group.
Khatib (2012) makes an investigation among sixty female school-age EFL learners. They are divided into three groups, one receives picture-cued writing tasks, one is given reconstruction tasks, and the third group receives comprehension check-up tasks. The results find out that only reconstruction tasks can improve students’ noticing of the past tense.
教学论文怎么写
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Chapter 3 Research Methodology ............................. 11
3.1 Research Questions ........................................ 11
3.2 Research Subjects ....................................... 11
3.3 Research Instruments ............................. 13
Chapter 4 Results and Discussions ............................ 22
4.1 Results and Discussions of Questionnaires ........................... 22
4.2 Results and Discussions of Tests .................................. 25
4.3 Results and Discussions of Interview .................................. 27
Chapter 5 Conclusion.............................. 29
5.1 Major Findings ................................. 29
5.2 Pedagogical Implications ................................... 30
5.3 Limitations and Suggestions for Further Study ...................... 31
Chapter 4 Results and Discussions
4.1 Results and Discussions of Questionnaires
Through SPSS data analysis software, the results of the questionnaire in the experiment class (7.1) before using situational English tense teaching are as follows: (see Table 4-1)
教学论文参考
It can be seen in Table 4-1 that only 10% of students like English tense very much, and 38﹪ of students like English tense. Over a half of students in the experiment class don’t like English tense at all. Among them, 34% of students think that tenses are easy to confuse, another 34% of them think that they cannot remember the verb changes in tense, 7% of students are not interested in English tense, and there are a few students who has the other difficulties in learning tenses.
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Chapter 5 Conclusion
5.1 Major Findings
Situational Teaching is an effective method in tense teaching. Compared with the Traditional Teaching that focus on grammar rules and drills of grammar rules, Situational Teaching is based on constructionism, which means that it can help students construct the usage of tense in scenes. To make it more clearly, Situational Teaching relies on logical thinking rather than rote learning, which greatly reduces students’ memory pressure and increases their learning interest. Through a semester of experiment, we can see that it is feasible to teach English tense with Situational Teaching. The research results prove that Situational Teaching can stimulate students’ interest and improve students’ ability to study tenses, the results are as follows:
1. From the results of the questionnaire, it can be seen that English tense teaching with Situational Teaching can affect students’ interest. Through a semester of experiment, it’s obvious that the number of students who like English tense has increased a lot, from 38% to 52%, which shows that students are more and more interested in English and English tense with Situational Teaching.
2. From the results of tests, it can be seen that the test scores of the experiment class are significantly higher than before. It shows that English tense teaching with Situational Teaching can affect students’ ability to study tenses. Through a semester of experiment, the average scores of control class increased by 0.46, while the average scores of experiment class increased by 1.26. It can be concluded that students’ ability to study tenses has improved through the Situational Teaching.
3. From the results of interviews, it can be found that students’ attitude towards English tense with Situational Teaching have changed a lot, many students think that it is helpful to learn tense. What is more, their learning strategies have changed accordingly, so English tense teaching with Situational Teaching can influence students’ learning interest and strategies.
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