SiuaionaleachingmehodsAppliedinEnglishVocabularyLearninginPrimarySchool_开题报告

Literature Review

Because the new courses reformation requires to training the ability of performance, while teaching English, except teaching the language itself, teachers should also pay attention to teaching the linguistic culture and social background that the language diffracted. The students should learn not only the phonetics, vocabulary, semantics and grammar of English, but also the ways of using the language properly, accurately and vividly in a particular linguistic environment to communicate views, convey information and finish the communication task. It’s undeniable, however, that the largest obstacle for the Chinese students to learning a second language is the lack of a real linguistic environment. The only opportunity for them to get in touch foreign languages is nothing but the class. As a result, using the class efficiently to improve the students’ oral and communicated abilities by creating an English real-imitated situation seems to be the most important way for the teachers to teach English. The situation teaching method can help not only the teachers to achieve their teaching targets, but also the students to know better of using a word more properly and the connotation and the related social culture of the word.

The situation teaching method is refer to the teaching way that designing some real or real-imitated situations and scenes basing on the teaching contents and targets. It provides enough vivid examples for the achievement of linguistic function and can improve the learning interest of the students. This teaching mode, which combines the vitality and iconicity, also propitious for activating students’ thinking and  aspiration to knowledge and enhancing the teaching effect.

Chinese English learns usually find it hard to remember the vocabulary. Even if they remember them, it’s always so common to forget them in a very short time. This phenomenon is especially common in my rural students because of the limitation condition for learning English. They usually have to learn a large number of new words after entering the primary school. This, to some extent, directly leads to the feeling of being weary with learning. Thus, the combination of situation teaching method and the traditional vocabulary teaching method is a better way to help the students learning and using the vocabulary.

The thesis is based on a two-week teaching experiment on theme of the teaching English vocabulary, in which the method of situation teaching was used. During the experiment, by pointing out the problems of the hardness of remembering the vocabulary and the lack of superior language environment, treating the students as the main part of the class, organizing the group activity and cooperation, making the content to be more vivid, creating some proper situations and using the teaching tools and aids of pictures, modern multimedia technology, role play and singing English songs, the traditional vocabulary teaching method, to some extent, was optimized.

I used three methods to analyze this problem: experimentation, Cause analysis and observation. The objective is aimed to improve my students’ interesting in learning vocabulary and make a great progress in learning English. And develop my students’ skill of memorizing words and learning skill. It enables them to make full use of English in and out of class. I need to reform the traditional teaching method and create an English communicative and learning atmosphere for the students. By blend the situation teaching method into the vocabulary teaching, it will be a good way to train the students’ ability of using the words flexibly and make the students to form a good habit of daring to speak, being willing to speak and being good at speak English. I also need to optimize the courses’ structure, increase the efficiency of teaching by using the language tool of English.

Outline 

1.Introduction

2. Problem analysis

2.1 Experimentation

2.2 Cause analysis

2.3 Observations 

3. Project solutions

3.1 Description of subjects

3.2 Class activity design

Project implementation

Project evaluation

6. Conclusion

7. References

           References

[1] 《英语口语交际》[M]，上海教育出版社，2015年。

[2] 教育部《英语课程标准》[M]，北京师范大学出版社，2011年。