A Brief Discussion on the Application of Situational Language Teaching under the Three Noval Backgrounds

Great changes have taken place in foreign language teaching methodology over these years due to the changes of language teaching’s goals and concepts or the development of technologies. As we know, our ultimate teaching goal is to help students become a whole person. Despite the popularity and dominance of communicative language teaching and task-based language teaching in these days, situational language teaching is still implemented by teachers for various education levels to achieve teaching objectives. Even though these days considerable scholars hold a sharp criticism on this teaching method, situational language teaching still has its potential educational value to facilitate language teaching. Faced with three new challenges: new curriculum, new textbooks and new college entrance examination, teachers should explore how to utilize this method to adapt to the requirement of modern language teaching. This paper follows six parts to briefly demonstrate the present author’s comprehension about situational language teaching. The first part is a brief introduction including the background, definition and distinctive features of situational language teaching. The second part is some classic literature review from home and abroad. Next part, opinions on this method will be given and followed by demonstrating the application of this method. The last part is about some pedagogical implications.