Pages 104-109
Year 2023
Issue 2
Volume 12

THE USE OF SITUATIONAL TEACHING IN ENGLISH TEACHING FROM THE PERSPECTIVE OF SOCIO-CULTURAL THEORY

Author(s):
Meng Wu

Doi: /10.7508/aiem.02.2023.104.109

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Abstract

Together with China’s political, economic, and cultural development, the importance of English language learning is also increasing. Situational teaching is a method that has important applications in the teaching process. We selected 60 students with similar English ability from a middle school, an elementary school, and a university in M, and divided them into a control group and an experimental group for investigation. After the investigation, we found that situational teaching has obvious advantages over traditional teaching methods and, at the same time, the impact of situational teaching on students of different ages is different. Based on this, we explored the characteristics of situational teaching, which takes students as the main body and teachers as the leading role. The interaction between subject and object is promoted through real-life situations, and an open assessment system is used. We also make suggestions to promote the development of English teaching based on our findings.

KEYWORDS:
Socio-cultural theory, situational teaching method, English language teaching