The purpose of this study is to change the teaching environment of English listening and speaking class and create real language situations for students through classroom intervention of situational teaching. On the other hand, it can arouse students' learning enthusiasm and stimulate students' autonomous learning after class, thus improving students' English listening and speaking ability and developing students' comprehensive language application ability.

Keywords: situational teaching; Higher vocational education; hear about

Research background of 1

1. 1 Current situation of English listening and speaking teaching in higher vocational colleges

The teaching goal of English course in higher vocational colleges is to cultivate students' practical ability to use English, especially their listening and speaking ability. At present, the English listening class in higher vocational colleges still adopts a single teaching mode, and students lack preparation before class, so it is difficult to grasp the listening goals that need to be captured, and the teaching effect of listening class is not good. Due to various conditions, oral English teaching can not be effectively carried out, it is difficult for teachers to organize oral English activities in class in an orderly and efficient way, and the interaction between teachers and students and students is reduced, which affects the effect of oral English teaching. As far as students are concerned, the factors that cause vocational college students to "not understand" and "not speak" English are as follows: First, influenced by exam-oriented education, English teaching generally pays more attention to knowledge than ability. Second, the students in higher vocational colleges are complex, including high school graduates, technical secondary school graduates and classified enrollment. Because the teaching objectives of different schools are very different, students' English level is uneven. Third, the learning method is unscientific and the learning enthusiasm is not high. After entering colleges and universities, most students did not summarize their learning methods in time. Based on the above situation, it is impossible to cultivate students' comprehensive ability to use English only by a single classroom teaching model. In order to change the passive situation of teachers and students in listening and speaking classes, we should start from the special laws of English learning, stimulate students' interest in learning, mobilize their enthusiasm for learning, change the single listening and speaking teaching mode, and cultivate students' English listening and speaking ability.

1.2 Introduction to Situational Teaching

Situational teaching mode is a teaching activity that creates a series of specific and vivid related scenes according to the needs of teaching objectives, and runs through the whole classroom with someone or something as the main line, which effectively stimulates students' interest in learning, corrects students' learning attitude and improves students' academic performance. The goal of situational teaching is to cultivate students' listening, speaking, reading and writing abilities, emphasizing listening and speaking abilities. In the view of scholars who advocate situational teaching, oral English is the first, the basis of written language and the aspect that should be emphasized in teaching. The advantage of situational teaching lies in the establishment of a student-centered teaching model. The whole teaching process takes students as the learning subject. Under the guidance of the teacher's incisive and concise explanation, students use multimedia to create specific language situations needed for teaching content, and through the interaction and cooperation between teachers and students, they conduct special study or special discussion, dialogue or autonomous learning.

2 situational teaching in English listening and speaking teaching

In the specific teaching process, students can choose a variety of teaching methods they like and make full use of multimedia equipment, such as playing recordings or movies, so that students have the opportunity to contact authentic English and feel a strong language atmosphere. Teachers should be student-centered, put students in specific situations, practice dialogues and inspire students to express themselves. The specific implementation process is as follows: Pre-class preparation: Before each listening and speaking class, the teacher chooses a theme related to the teaching content, explains the purpose and requirements of classroom teaching, matters needing attention, evaluation principles and standards, and determines the forms of activities to express the theme, such as dialogue, role-playing and ppt demonstration. Students use groups to make full use of libraries and computer networks to search for a large number of materials related to the theme. At present, the textbooks "New Practical English" and "New Practical English Listening and Speaking" are still used, and the listening and speaking textbooks tend to be life-oriented, situational and colloquial. In teaching, we should first present pictures and provide some background materials or tips to remind students with enlightening questions, stimulate their interest in listening and desire to speak, and actively think and associate. Classroom activities: In order to create a rich and diverse classroom environment, students in each class can be grouped according to different teaching contents and diversified activities with different themes and tasks can be carried out. For example, in the listening stage, we should concentrate our thoughts, grasp the key points by using predictive information, and try our best to understand the general idea of a sentence or paragraph. Listen and remember, and combine listening with thinking and memory. In addition, there will be a group discussion, and the speaker will answer questions and repeat the content on behalf of the group. Summary after class: use multimedia to quickly comment on listening and speaking content and tasks, and correct the problems. Then teachers and groups will evaluate each group and its members according to the established evaluation criteria, and put forward the areas that need to be improved to prepare for the next activity.

3 Situational Teaching in Higher Vocational English Listening and Speaking Teaching Effect Analysis

3. 1 helps to improve students' enthusiasm and initiative in learning English.

In the whole teaching process, teachers should pay attention to the setting of situations and present new words by using topics that students are interested in. For example, when introducing a new lesson, teachers can play a related video, then present new words while playing various pictures, and then familiarize themselves with and practice new sentence patterns through Pairwork or Groupwork. The use of physical objects and multimedia courseware stimulates students' interest, improves students' expectation and enthusiasm for new knowledge, and greatly improves students' enthusiasm and initiative in learning.

3.2 is conducive to improving the teaching efficiency of English listening and speaking class.

Situational teaching requires teachers and students to do a lot of preparatory work before class, and it is carried out in an orderly manner according to the tasks in classroom teaching. On the one hand, teachers can fully predict the possible problems in all aspects of teaching when preparing lessons, and the teaching steps will be arranged more closely; On the other hand, students have a clear division of labor and can finish their tasks on time, which greatly improves the efficiency of classroom teaching.

3.3 is conducive to improving teachers' professional ability and comprehensive quality.

In the process of implementing situational teaching, teachers should master the knowledge related to work, study and life, and also use multimedia, language laboratory, audio-visual teaching equipment and other audio-visual education means, which requires teachers to keep learning and strive to improve their professional ability and comprehensive quality.

4 conclusion

Using situational teaching in English listening and speaking class can turn textbooks into living languages, expose students to the real English environment and greatly stimulate their enthusiasm for learning. Then through the guidance of students' listening and speaking, improve students' English listening ability, understanding ability and expression ability, improve students' ability to accept knowledge, apply what they have learned and improve their language application ability. Situational teaching is a useful attempt in English listening and speaking class, which does not exclude other effective teaching models, but should learn from each other's strong points and make comprehensive use of them.

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