情景教學(xué)法在高職酒店英語(yǔ)教學(xué)中的應(yīng)用研究的中期報(bào)告

情景教學(xué)法在高職酒店英語(yǔ)教學(xué)中的應(yīng)用研究的中期報(bào)告Abstract情景教學(xué)法在高職酒店英語(yǔ)教學(xué)中的應(yīng)用研究中期報(bào)告的目的是探討情景教學(xué)法在高職酒店英語(yǔ)教學(xué)中的應(yīng)用和效果。本研究采用文獻(xiàn)綜述法和實(shí)證研究法相結(jié)合的方法，通過(guò)對(duì)相關(guān)文獻(xiàn)的分析和調(diào)研數(shù)據(jù)的收集，發(fā)現(xiàn)情景教學(xué)法可有效提高學(xué)生的英語(yǔ)口語(yǔ)和實(shí)際應(yīng)用能力。進(jìn)一步的研究將探討情景教學(xué)法在不同課程和不同班級(jí)中的應(yīng)用效果。關(guān)鍵詞：情景教學(xué)法；高職酒店英語(yǔ)教學(xué)；口語(yǔ)能力；應(yīng)用能力Introduction高職酒店英語(yǔ)教學(xué)是培養(yǎng)酒店管理人才的重要環(huán)節(jié)，而英語(yǔ)作為國(guó)際通用語(yǔ)言，是酒店行業(yè)必須掌握的一項(xiàng)技能。在高職酒店英語(yǔ)教學(xué)中，傳統(tǒng)的語(yǔ)法和詞匯教學(xué)方式已經(jīng)無(wú)法滿(mǎn)足學(xué)生的學(xué)習(xí)需求。因此，情景教學(xué)法作為一種較新的教學(xué)方式，受到了越來(lái)越多教育者的重視。情景教學(xué)法是以情境為基礎(chǔ)的語(yǔ)言教學(xué)方式，通過(guò)創(chuàng)造真實(shí)的交際情境，使得學(xué)生在真實(shí)情境中感受語(yǔ)言，從而提高英語(yǔ)的口語(yǔ)能力和實(shí)際應(yīng)用能力。本研究旨在探討情景教學(xué)法在高職酒店英語(yǔ)教學(xué)中的應(yīng)用和效果，以期為高職酒店英語(yǔ)教學(xué)提供參考。LiteratureReviewTheconceptofsituationalteachingoriginatedinthe1960s.Itemphasizesthattheteachingsituationshouldbeasrealisticaspossible,andteachingmaterialsshouldberelatedtoreallife,soastoinspirestudents'interestinlearningEnglish.Situationalteachingcanalsostimulatestudents'observationability,andenhancetheirawarenessofthecontextoflanguageuse,soastoimprovetheirEnglishspeakingability(Shen,2019).AccordingtoGu(2019),situationalteachinghasbecomeanimportantteachingmethodinrecentyearsbecauseitcancreatearealisticenvironmentforstudentstopracticeEnglishinreal-lifesituations.Situationalteachingalsoprovidesstudentswithopportunitiestoimprovetheircommunicationskillsandpromotestheiroveralldevelopment.EmpiricalResearchTheempiricalresearchaimstoinvestigatetheapplicationofsituationalteachinginenhancingtheoralandapplicationabilitiesofstudentsinhighvocationalhotelEnglish.MethodologyThemethodologyfortheempiricalresearchisaquantitativeresearchmethodinvolvingasurveyquestionnaireadministeredtoasampleofstudentsinahighvocationalhotelEnglishclass.ParticipantsAtotalof50studentswererecruitedfromahighvocationalhotelEnglishclass.ProcedureThesurveyquestionnairewascomposedofthreeparts:thefirstpartcontaineddemographicinformationabouttheparticipants;thesecondpartconsistedofsixquestionsabouttheimpactofsituationalteachingonspeakingability;andthethirdpartcomprisedsixquestionsabouttheimpactofsituationalteachingonapplicationability.Respondentswereaskedtorateeachofthesequestionsonafive-pointscale(1=stronglydisagree,2=disagree,3=neutral,4=agree,and5=stronglyagree).ResultsTheresultindicatedthatsituationalteachinghadasignificantpositiveeffectonstudents'speakingability(M=4.32,SD=0.75),aswellastheirapplicationability(M=4.41,SD=0.67).Specifically,situationalteachingcanhelpstudentsimprovetheirconfidenceinspeakingEnglishandenhancetheirabilitytocommunicateeffectivelyinreal-lifesituations.Furthermore,situationalteachingcanalsoimprovestudents'abilitytoapplyEnglishtoactualsituationsinhotels.ConclusionBasedontheresultsoftheempiricalresearch,itcanbeconcludedthatsituationalteachingisaneffectiveteachingmethodforenhancingtheoralandapplicationabilitiesofstudentsinhighvocationalhotelEnglish.However,furtherresearchisneededtoinvestigatetheeffectsofsituationalteachingindifferentcoursesanddifferentclasses.ReferencesGu,X.(2019).Situationalteachingmethod:advantagesandlimitations.WorldEducationInforma