Empirical Analysis of Vocabulary Teaching in Middle Schools Based on Situational Language Teaching

With the continuous development of globalization, English has become one of the important languages of China and international communication, playing an important role in our life. English has always been the traditional main subject of education at all levels in China, whether primary school, middle school, high school and university, all occupy a pivotal position. And in middle school education, English performance can affect the situation of admission, and English is also a subject with a huge gap. Middle school is a key period to learn English. How should we learn English well? As we all know, the important condition for learning English well is vocabulary. Only by mastering vocabulary can we learn English well. Vocabulary is the basis of learning English well. However, from the current situation of junior high school students learning vocabulary, it is not optimistic, and students face many difficulties to master vocabulary. The main difficulties we have include: firstly, students, only have single memory method and insufficient memory s in vocabulary memory skills, which make them difficult to master the vocabulary. secondly, the traditional classroom teaching approach is single, boring and inefficient; thirdly, many teachers ignore thinking and interest cultivation, and students can only memorize words and phrases, difficult to use flexibly in life, so that students often lack interest in vocabulary, and will be afraid when they face with vocabulary. we can’t learn English well in such a situation. Now, it is a common challenge for teachers and students to change the situation at present. In order that students can better master vocabulary, for this reason, teachers can find more appropriate teaching methods to change the dilemma they face. With the further research on the theories of vocabulary teaching, we understand some relevant teaching approaches and theories gradually, such as situational language teaching (SLT). Due to introduction of SLT, it has played a great influence in China’s basic education and made great progress in China’s education. Although the current situational teaching method is often used in English teaching, it has not always been applied to vocabulary teaching. It is unclear whether SLT is suitable for vocabulary teaching and can improve the efficiency of vocabulary teaching and change the current situation. Therefore, this article studies whether SLT is applicable to English vocabulary teaching in middle schools and verifies whether it is effective. However, SLT through the data analysis of post-trial test and questionnaire is suitable and feasible. By creating a real situation, let the students experience the true feelings, and then master the vocabulary, improve the interest in learning, improve the classroom efficiency. By creating a real situation, let the students experience the true feelings, and then master the vocabulary, improve the interest in learning, improve the classroom efficiency.