Study on the Impact of English Situational Teaching on Junior High School Students' Language Ability and Self-efficacy
Case study of Taiyuan Experimental Middle School
DOI:
https://doi.org/10.54097/dxk8e368Keywords:
English Situational Teaching, Self-efficacy, Language Ability, Constructivism, Task-Based Learning, Case Study, Junior High School StudentsAbstract
Under the background of "double reduction" and the orientation of core literacy, English teaching urgently needs to transform from exam-oriented to ability-oriented. This paper takes Taiyuan Experimental Middle School, a key public school in Shanxi Province, as a case study to explore the actual impact of English situational teaching on language acquisition and self-efficacy of junior high school students. Based on constructivism and self-efficacy theory, the study adopts multiple research methods such as "teaching intervention + questionnaire survey + classroom observation + interview" to conduct a 16-week teaching experiment on 104 seventh-grade students. This study assumes that situational teaching can significantly improve language ability and affect students' self-efficacy by improving learning confidence. The results show that situational teaching significantly improves students' language application ability in real contexts, and effectively enhances their learning confidence, ability to overcome anxiety and language persistence. The article proposes a "school-based situational teaching model" based on real scene simulation, which has a strong reference significance for the current reform of middle school English classroom teaching.
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