A Review of Situational Language Teaching

Abstract

Situational language teaching is a kind of English teaching method that focuses on learning in a simulated real environment, aiming to stimulate students' learning interest and motivation by creating specific language situations. This method originated from the theory of applied linguistics in England and has been widely used and developed in China. Its core idea is to integrate the learning content into the vivid teaching situation, and promote the active participation and all-round development of students through the cultivation of emotional resonance and practical skills. Situational teaching method emphasizes the importance of teachers to create specific teaching situations, combine cognitive and emotional activities, take teaching content and teaching goals as guidance, create vivid learning scenes through multimedia, physical objects and other means, concertize abstract information, and improve students' learning interest and participation. This method not only focuses on the cultivation of students' language skills, but also focuses on the cultivation of students' thinking ability and problem-solving ability. In China, situational teaching method has a long history, and similar teaching ideas have existed since the Spring and Autumn Period. Scholars such as Li Jilin further clarified the characteristics and concepts of situational teaching and promoted its wide application in primary and secondary schools. However, there are some potential drawbacks to situational teaching methods, such as increasing the difficulty and complexity of teaching. Nevertheless, its significant advantages, such as promoting practical use and enhancing learning motivation, still make it an important means in English teaching. In the future, situational teaching method is expected to be applied and developed in more fields.