《情景教学法在初中英语口语教学中的应用（英文版）开题报告》

IntroductionNowadaysChinahasestablishedmanygoodrelationswithothercountries.ThedistancebetweenChinaandothercountriesisbecomingmuchcloserthanbefore.Asaworldlanguage,EnglishhasbecomeamustforChinesepeopleifheorshewantstocommunicatewithforeigners.FormostChinese,oralEnglishisquitedifficultforthemtoacquire.IfsomeonewantstospeakEnglishwell,heorsheneedstomakesurethatthepronunciationandintonationarecorrect,thewordsandexpressionsareaccurate,andfluencyisanotherrequirement.Furthermore,withfluidoralEnglish,onemayfinditeasiertofindajobinajobinterview,andgivebetterimpressiontoemployers.ItisacommonsensethatmoreandmorebigcorporationsinbigcitiesrequireemployeeswithexcellentcapabilityoforalEnglish.Ifonewantstobeanemployeeofthesecorporations,itiscrucialforhimorhertospeakEnglishwell.TheauthorhopesthatthisthesiswillbeapositivestudytoshowtheadvantagesanddisadvantagesoftheSituationalLanguageTeachinginJuniorMiddleSchools,andtodrawaclearpicturetoteachersinJuniorMiddleSchoolsthatwhetherthismethodisanefficientwaytoimprovethequalityoforalEnglishclass.Also,thethesistriestoenlightenandmakearecommendationforotherresearchersforfuturestudy.Allinall,thethesisistryingtoenhancethespokenEnglishteachinginJuniorMiddleSchools.2LiteratureReviewIntermsoftheSituationalLanguageTeaching,ithasbeenfoundmanyresearches.Nowthattheauthorexpectstoconductastudyinthisaspect,sheneedssumupthosearticlesrelatingtoherstudyfrombothathomeandabroad.TheoralapproachoriginatedfromtheBritishappliedexpertsinlinguisticsfromthe1920stothe1960s.Atthattime,inordertodevelopasuitableandavailablemethodfortheteachingoflanguage,alotofappliedlinguiststriedtoresearch,ofwhomHaroldPalmerandA.S.Hornbywerethemostprominentandinfluentialfigures.TheyshowtheagreeableopinionthattherearemanylimitationsinpresentEnglishteaching,andtheywantedtodevelopamorescientificapproach,inwhichprinciplesofgrammarisappliedandnewpointsinlanguageofteachingarepresentedandpracticedthroughmeaningfulsituation-basedactivities.Inthe1950s,theoralmethodwasusedintotheteachingofEnglishlanguage.Sincethen,ithasbeenwidelyusedbymoreandmorelinguistsallovertheworldbecauseofitseffectivenessinlanguageteaching.BritishapproachtoEnglishlanguageteachingincreasinglyacceptedandusedtheapproachintheorallanguageteaching.Inthe1950s,HornbypublishedaseriesofarticleswhicharetitledasthesituationapproachonEnglishlanguageteaching,whichacceleratetheSituationalLanguageTeachingspreadquickly.Afterwards,thisapproachwasdescribedbymanylinguistsinthestandardmethodologytextbooksoftheperiod,suchasFrench(1948-50),Gurrey(1955),Frisby(1957),andBillows(1961).Sinceforeignlanguageteachingisaimedatenablingthelearnerstouseitinhisorherdailylife,andwhattheSituationalLanguageTeachingfocusesonistopracticespeakingthelanguageinlifelikesituationalactivities.Therefore,thisapproachcontinuedtobestudiedandresearchedbymanylinguists.Pittmanandhiscolleaguesdevelopedaseriesofimportantteachingmaterialswhicharebasedontheapproachofsituationalteaching,andtheywerepublishedforworldwideusein1965.Pittmanconsideredthat"thesituationwillbecontrolledcarefullytoteachthenewlanguagematerials.……Insuchawaythattherecanbenodoubtinthelearner'smindofthemeaningofwhathehears……almostallofthevocabularyandstructurestaughtinthefirstfourorfiveyearsandevenlatercanbeplacedinsituationsinwhichthemeaningisquiteclear."(Pittman,1964:155-6).Pittmandemonstratedthemeaningsofnewlanguageitemsbyusingtheobjects,picturesorcreatinglivelysituationswhichcanprovideabetterunderstandinginthetargetlanguage.J.R.FirthandMAKHalliday(1974)madeastudyoftheSituationalLanguageTeachinginoralEnglishclassanddevelopedpowerfulviewsoflanguageinwhichmeaning,contextandsituationweregivenaprominentplace:"Theemphasisnowisonthedescriptionoflanguageactivityaspartofthewholecomplexofeventswhich,togetherwiththeparticipantsandrelevantobjects,makeupactualsituations"(Halliday,McIntosh,andStevens1964).AnumberoflinguistsinGreatBritainhadknowntheinfluentialandintimaterelationsbetweenthelanguageandthesituationsinwhichlanguageisapplied.TheyconcludedthattheSituationalLanguageTeachingisateachingmethodwhichofferssituationsaidedbymaterialobject,pictures,actingandmultimedia.Throughthesemioticsignsandcolorfulactivities,studentscangainmoreperceptualcognitionsinfullinterests.Moreover,situationshelpstudentsregardlanguagestructuresasawholecomplexevent,whichmadestudentsfeellikeinrealsituationandthenoutsidetheclassroomtheyalsocanexpressthemselveswell.Chandra(1982)madearesearchonSituationalLanguageTeaching.Hethoughtthismethodemphasizedusingsituationalapproachinclassespeciallyintheprocessofteachingsoastomakebookknowledgebecomevividlanguage,andmakeknowledgelearnedinthebookbefinkedwithourreallife.Thereforeletthestudentsunderstand:Learninhappiness,behappyinlearning",andtheycanmasterandconsolidatethelanguagepointsunconsciously.Halliday(1964)thoughtSituationalLanguageTeachingcanpromotestudents'oralEnglishpracticinginsituations.Acquiringalanguage,itisnotenoughforustoremembersufficientwordsandsentencestructures,becausewhenwebeginaconversationorcommunicationwithother,manydifferentobjectsandunexpectedeventswillbeencountered.InthisrespectHallidayremarks“whenweacquireourprimarylanguage,wedosobylearninghowtobehaveinsituations,notbylearningrulesaboutwhattosay"(MAK.Halfidayet.Al.1964:179)HallidayheldtheviewthatSituationalLanguageTeachingputemphasisonpracticeinacertainrealsituationandhelpsstudentstousenewlanguagestructuresinreallife,soitcangreatlyhelpstudenttoimprovetheiroralEnglish.However,thereisanothervoiceaboutSituationalLanguageTeaching,whichputssituationallanguageteachingintoquestion.TheAmericanLinguistNoamChomskyfoundthatSituationalLanguageTeachingreliedtoomuchonstructuraldevelopmentandnotenoughoncommunicativeproficiency.Childrendonotacquiretheirmothertonguethroughrepetitionandhabitformation;theremustbeaninnatepredispositionthatleadsthemtoacertainkindoflinguisticcompetence.However,ChomskythoughttheSituationalLanguageTeachingwaslimitedingrammaranditssocialfunctionwasnotstandout.Thisapproachhasalsobeencriticizedforbeingtime-consuming.Itsinsistenceongivingthemeaningofwordsandstructuresthroughdramataxations,demonstrationandassociationwithoutresortingtothemothertonguehasledtotheusingofroundabouttechniqueswhicharetimewasting(AL-MutawaKailani,1989).TheteacherexpectedtouseSituationalLanguageTeachingtoimprovethelearners'practicaloralabilityandencouragedthemtouseEnglishtocommunicateoutsidetheclassroom;andthelearneralsohopedthattheycanusewhattheyhavepracticedinoralEnglishclasstovarioussituations.TheproblemisthatweliveintheChinese-speakingcountry,lackingoftheatmospherewhereEnglishiswidelyused,soitisnotguaranteedthatthestudentscanusethelanguagetopracticeorcommunicateinsituationalactivitiesfrequentlyinandoutofclass.ThesestudiesshowthatdifferentresearchershavedifferentopinionsaboutSituationalLanguageTeaching.AlthoughmostoftheresearchersholdthepositiveeffectonoralEnglishteachingofSituationalLanguageTeaching,afewresearchersstillhavenegativeattitudeaboutit.Inthe1970s,TheSituationalLanguageTeachingwasintroducedtoChinaandwell-knownintheforeignlanguagefield.Itisgrantedthatnumerousexpertshavemadethisresearch.LiJilin,aChineseteacherinthesecondelementaryschoolattachedtoNantongNormalUniversityhadmadetremendouscontributionintheaspectoftheSituationalLanguageTeachinginChina.Andin1990,herwork"SituationalTeachingandResearch"wasthefirstimportantbookconcerningtheSituationalLanguageTeachingandlaidasolidfoundationonthesituationalteachingtheoryandstartedanewviewinsituationalteachinginEnglisharoundChina.Hermodeofsituationalteachingfeaturescreatingmanydifferenttypesofsituations,whichcanstimulatestudents'activeemotion,arousestudents'interestsandadvocatethestudentstounderstandthelanguageinthepractice.Lateron,manyothercourses,music,sports,politicsandsoonwerequicklyinfluencedbytheSituationalLanguageTeaching.Meanwhile,LiJilin'stheoryalsoprovidedcertaintheoreticalbasisforthesituationalteachingofEnglishteaching.XuYanfei(2002)thoughtateachercanteachthestudentstolearnvocabularyandgrammarbyputtingthemintoconcretesituationsnotjustaskingthemtorememberthelanguageknowledgebyheart.IntraditionalGrammar-Translationclass,thestudentsarestructurallycompetentbutcommunicativelyincompetent,theyshownointerestinthesomeunrelatedsentencesmadeupbytheteacher,andbecausetheteacheristhecenteroftheclass,theyhavenochancetoapplythelanguagepointstheylearnedintorealcommunicativesituations.Whileinthesituationalteachingclass,theteacherwillcreatedifferentconcreteandvividsituationaccordingtovariousteachingmaterialstostimulatethestudentstoparticipateintheactivities,Forexample,whenteaching"Surpriseanddisappointment",theteachercandesignthesituationthatyourgotanunsatisfactoryhaircutatthehairdressersandyouenjoyedanunexpectedbirthdaypartytoletthestudentsexperiencetherealfeelinginthedailylife.Inthisway,studentsarenotlikelytolosetheirinterestinlearninggrammarandvocabularyofEnglish.LiHaixia(2009)madeastudyoftheSituationalLanguageTeachinginoralEnglishclassandconcludedthatanoralEnglishteachermayhelpstudentstosolveproblemsinvariousteachingsituations,whoislikeamagiciantakingstudentsintorealsituationswhicharedesignedtohelpstudentsgainmoreconfidenceintheirpracticalabilitytoexpressideasandcommunicatewithothersorallyinspokenEnglish.3ResearchDesign3.1ResearchQuestionsInordertohelpthestudentsandEnglishteachersinprimaryschoolknowmoreabouttheeffectivenessoftheSituationalLanguageTeachingintheoralEnglishteachingandobtainmorereliableandvariabledata,theauthorconductedanexperimentwithtestsandquestionnaires.ThisarticleisfocusedonthepracticalapplicationoftheSituationalLanguageTeachingtoteachinginspokenEnglishatJuniorMiddleSchools.Atthebeginningoftheresearch,theauthorconductedthepre-questionnairesaboutstudents'spokenEnglishlearningtothestudentsintheschoolwheresheworks,andfoundoutthatthestudentsdidnothaveenoughopportunitiestopracticespeakingEnglish,andtheclassatmospherewasdullandsilentinthepresentspeakingEnglishclass.Inaddition,theywerenotsatisfiedwiththetraditionalgrammar-translationmethodwhichstressesontheteachers'explanation.Therefore,itisnecessaryandurgenttofindanefficientwaytoimprovestudents'communicativeabilityinEnglish.Thisresearchhasthreequestions:(1)tolearnwhethertheSituationalLanguageTeachingcanimproveprimaryschoolstudents'interestandmotivationinspeakingEnglish.(2)tofindoutwhethertheSituationalLanguageTeachingcanimprovethestudents'spokenEnglishskills.(3)toresearchthepopularandeffectivewayswhicharedesignedbytheSituationalLanguageTeaching.3.2ResearchSubjectsThesubjectsinthisexperimentarethetwoclasses'studentsofGradetwointhepassengerservicedepartmentinShijiazhuangRailTransportationSchool.Thetwoclasseswereselectedaccordingtothenosignificantdifferenceinthepre-test,andtheirEnglishlevelwasalmostatthesamelevelandmostofthemhavedifficultyinspeakingEnglish.Class1218wasselectedasthecontrolclasswith40students,andClass1217wasnamedastheexperimentalclasswith38students.Intheexperimentalclass,theauthoradoptedtheSituationalLanguageTeaching,whileinthecontrolclassshestillkepttraditionalteachingmethod.Duringthewholeexperimentthestudentswerenotinformedinadvancethattheyweretakingpartinanexperiment,sowecanmakesurethevalidityoftheexperiment.3.3ResearchInstrumentsTheinstrumentsusedfordoingthisexperimentarepresentedasfollows:testsandquestionnaires.Theyareveryimportantmeanstoshowthegreatchangesofstudents'attitudetowardsEnglishspeakingandtheimprovementoftheirspeakingabilityafteradoptingtheSituationalLanguageTeaching.3.3.1TestsInordertofindoutwhethertheSituationalLanguageTeachingmayenhancethepracticalspeakingabilityofthestudents'，theauthordesignedtwotestsforthestudentsinthetwoclasses.Thetestswerearrangedatthebeginningandattheendofthestudy.Allofthestudentsinexperimentalclassandcontrolclassweretakenpartinthetests.Thetestswerebothsupervisedbytwoteacherstomaketheexaminationworkasobjectiveaspossible.Therewerethreepartsineachofthetests.Thefirstpartwasquestionsaboutdailyfife.Thestudentsshouldanswersomequestionsaccordingtoourreallife.Thesecondpartwasquestionsandanswers.Onestudentaskedseveralquestionsaccordingtothespecificsituation.Thentheotherstudentshouldanswerthequestionscorrectly.Thethirdpartwaspicturedescription.Thestudentsshouldgeteffectiveinformationfrompicturesanddescribedthemusingtheirownwords.3.3.2QuestionnairesTomakeclearwhethertheSituationalLanguageTeachingcanarousethestudents'interestinoralEnglishandwhichwayisthemosteffectiveandpopularduringthespeakingEnglishteaching,andtoknowmoreaboutthereallearningconditionofstudents'oralEnglishintheprimaryschool,twoquestionnairesweredesignedinthisresearch.Boththecontrolclassandtheexperimentalclasswereaskedtocompletethequestionnairesaccordingtotheirrealpresentstudyingconditionsasrequiredanonymously.Inordertoletstudentsunderstandbetter,allofthequestionsweredevisedinChinese.Inaddition,beforetheexperiment,wetoldtheparticipantstodisburdentheirmindsandgivetheiranswershonestlyandfrankly,asthedatawereonlycollectedfortheresearchnotrankingthegrades.3.4ResearchProcedureTheexperimentbeganfromSeptemberof2013andendedinJanuaryof2014,lastingonesemester.Duringtheexperimentalmonths,theSituationalLanguageTeachingwasadoptedintheexperimentalclass,whilethetraditionalteachingmethodinthecontrolclass.Theexperimentconsistsoffiveparts.3.4.1Pre-testThepre-testwastakentoknowtherealconditionofthestudents'EnglishspeakingbeforetheimplementationoftheSituationalLanguageTeachinginoralEnglishteachingatprimaryschool,andtomakesurethespeakinglevelofthestudents'communicativeabilitywasparallelinthesetwoclassesbeforetheSituationalLanguageTeachingwasapplied.Thepre-testwaschosenthePETS-2papersasthetestingmaterials(AppendixI).ThentheauthorcollectedthescoresaccordingtothespokenEnglishstandardsofPETS-2(AppendixIII)andmadeananalysisatthefigureinthepre-testthroughtheT-test.3.4.3InstructionalDesignThestudentsinexperimentalclassandthecontrolclassaregoingtousethesametextbook,21stcenturypracticalprimaryschoolspokenEnglishBookone.Thetopicsofthisbookarecarefullyselectedthemesfromthestudents'everydaylives,suchasexpressingopinions,givingcomments,askingforandgivingdirections,andsoon.Intheexperimentalclass,theauthorfocusedontheSituationalLanguageTeaching,anddesignedsometasksandactivitieswithacombinationoftheteachingcontexts.Inaddition,theteachertriestocreatemanylife-likesituations,cooperatingwiththestudents,withtheaidofapplyingmodernmultimediatotheteaching;onlyinthiswayofthecooperationandcoordinationoftheteacherandstudentscanwemaketeachinggetthebestteachingeffect,andformthestudent-centeredclassroommodel.Allinall,theteachingprocessisanactiveone,inwhichstudentsareencouragedtoparticipateinthesituationsdesignedbyteachersindividuallyandactivelywithoutanyburdenofmakingmistakes.Afterclass,thestudentsareencouragedtotakepartinallkindsofEnglish-speakingactivities,suchasEnglishcorner,EnglishsalonandplayapartintheEnglishoperastocreateanEnglish-speakingatmosphere.Onthecontrast,thetraditionalteachingmethodwhichrequiresstudentstotranslatethewholetextlearngrammaticalrulesandmemorizewordsandexpressionsevensentencestructureswasusedasusualinthecontrolclass.Itisateacher-centeredevenwecansayteacher-controlledlearningenvironment,anditisnotfavorableforstudentstolearnEnglish.Thusinthecontrolclass,thestudentsjustlearnthekeypointsorgrammar,orjustroleplaythesampledialoguesandhavefeweropportunitiestousethetargetlanguagetocommunicate,letaloneintegratethecultureintoit.Afterclass,theyareonlyrequiredtofinishtherelatedexercise;inotherwords,studentsarepassiveinthetraditionallearningprocess.HeretheauthoronlypresentedtheconcreteteachingprocessoftheSituationalLanguageTeachingconductedintheexperimentalclass.TaketheteachingplanofUnitllDisappointmentandRegretforexample.(1.)Warmingup-brainstormingAtthebeginningofclass,theteacherfirstlydividedthewholeclassintotwogroups,holdingacompetitionbetweenthemtodoabrainstormingactivity.Theactivityrequiredthestudentstosticktogetherandcooperatewithpartnerstoputforwardandorspeakoutthewordsandexpressions,orthesentencesstructuresrelatedtothetopicasmanyaspossibleinalimitedtime.Inthisway,teacherscanmotivatethestudents'learningenthusiasm,andatthesametimestrengththecooperationandcompetitionawareness.(2.)PresentingtheknowledgepointsTheteachermadeaconclusionaboutthegroupactivity,thenshowedandexplainedtheusefulexpressionstothestudentstoinstructthemhowtoputwhattheylearnedintopracticaluse.Expressingregret:Expressingdisappointment:I'msorrytosaythat...…I'mso/verydisappointed.Iregrettosaythat...…Howdisappointing!That'stoobad.Whatadisappointment!It'sashame/pity.It'snotwhatIexpected.Lastbutnotleast,studentsaredemandedtorepeatthesentencestructuresuntiltheycangrasptheknowledgepointsandreadthemcorrectly.(3.)DesigningsituationalactivitiesTheaimoflanguagelearningistocommunicate.Onlywhenyouputwhatyoulearnedintoeverydaylifeanduseitfrequently,youcanimproveandconsolidateyourspeakingability.SointheoralEnglishclass,theteachershouldsimulatesomereal-lifesituationswiththetextbooktoattractthestudentstoobserveandexperiencetheclassactivities,andtheycanrelaxandeasetheanxiousfeelingandpracticespeakingEnglishunconsciously.Inthispart,theteacheraskedstudentstodiscussthetopicinpairsorgroups,creatingtherelatedfifesituationsonthebaseoftherelatedknowledge,wherestudentscanplaytheroleofthedialogue,showingtheirperformance,orexpressingtheiropinions.Asforunit11，theauthordesignedasituationalactivity,imitatingapopularentertainingTVprogram,inwhichtheteacherplayedtheroleofahostess,whilethestudentsweretheaudiences.Theteacherpreparedplentyofballoonsattachingtotheblackboard,andputnotesonwhichacreatedsituationwaswrittenintosomeoftheballoons,andputsometorncolorfulpiecesinotherballoons.Thentheteacherinvitedthevolunteerstocometotheblackboardtopierceouttheballoonchosenbyherself,ifanotecanbefoundout,thestudentshouldcreateasituationpracticingusingthesentencespresentedwithherteammate;onthecontrary,whenthestudentsgetnothingintheballoon,shealsoshouldusetheusefulexpressionsaboutthetopic“DisappointmentandRegret"toexpressherregret.Studentsshowedgreatinterestsandtookanactivepartintheactivity;theirspokenEnglishwaspracticedunconsciouslyintherelaxingsituation.(4.)CommentandcorrectionTheteachershouldgivetimelyassistanceandguidancetothestudentsduringtheactivity,afterthestudents'wonderfulperformance,theyalsoneedtocheckandcorrectsomecommonpronunciationorwordselectionmistakesabouttheperformanceofthestudents,andgivecommentsontheirdialoguestohelpthemmakeprogressrapidly.(5.)ExtensionofthetopicTheteachercanextendthetopicoutoftheclasstothestudents'everydaylife.Studentsarerequiredtopracticewheneverandwherevertheyneed,becauseonlyconstantrealsituationalpracticecantheyreallyconsolidatethelanguagepointsandimprovetheirspokenEnglish,thusextensionisquitenecessary.3.4.4Post-testAttheendoftheexperimentthepost-testwasgiven.Thepost-test(AppendixII)wasaimedtoseewhetherthestudents'practicalabilityofcommunicatinginEnglishhasbeenimprovedandthedifferencesbetweenthetwoclassesafteratermof14-weekteachingundertheimplementationoftheSituationalLanguageTeaching.Thetestsweresupervisedbytwoteachers.Theauthorkeptarecordofthescoresoftestsandanalyzedthedataofthetwoclassesfromthepost-test.4DataCollectionandAnalysis4.1DataAnalysisofthePre-testTable4.1pre-testscoresofEGandCGGroupStatisticsCC1EC2NMeanStd.DeviationStd.ErrorMeanCC1EC21.00426.19830.674910.104122.00385.82770.902730.15483Table4.2T-testofPre-testscoresIndependentSamplesTestLevene'sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.(2-tailed)MeanDifferenceStd.ErrorDifferenceLowerUpperEqualvariancesassumed4.497.0372.405740.0440.370140.18105.00944.73086Equalvariancesnotassumed1.98759.7730.0520.370140.18656-.00309.74340Note:1representsthecontrolclass,2representstheexperimentalclass.FromthefiguresoftwoTables4.1and4.2,theauthorfoundoutthat:ForEC,M=5.8277SD=9.0273;ForCC,M=6.1983,SD=6.9491.Thescoresofanaveragetestbothinthecontrolclassandtheexperimentalclasswerenotinanequallevel,andindependentsampleT-test(intable4.2)resultsshowedthatP-Valueis0.052>0.05,whichindicatedthattherewasnoobviousdifferencesbetweenthetwoclasses.Therefore,intermsofastatisticspointofview,itcanbemadeaconclusionthatthestudentsinboththecontrolclassandtheexperimentalclasswerealmostatthesameleveloforalEnglishbeforetheSituationalLanguageTeachingwasputintouse.4.2DataAnalysisofthePost-testTable4.3Post-testscoresofECandCCGroupStatisticsCC1EC2NMeanStd.DeviationStd.ErrorMeanCC1EC21.00426.19840.674920.104122.00386.44380.648190.10003Note:EC=ExperimentalClasswithnumber2CC=ControlClasswithnumber1Number=ParticipantNumberTable4.4Ttestofpost-testscoresIndependentSamplesTestLevene'sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.(2-tailed)MeanDifferenceStd.ErrorDifferenceLowerUpperEqualvariancesassumed5.081.019-0.668740.5060.120060.18046-.48024.23895Equalvariancesnotassumed-0.64657.3020.0523-.120660.18712-.49530.25399Aftertheexperimentindurationof4months,theauthorgavethepost-testtothestudents.FromTable4.3,itwasquiteobvioustofindthataftertheexperiment,thestudents'oralEnglishabilityintheexperimentalclasshaveaccomplishedmuchmoreprogressthanthestudentsinthecontrolclass,sincetheMean(6.4438)ofECwasmuchhigherthanthat(6.1984)oftheCC.FromTable4.4,duetotheLevene'sTestforEqualityofVariance,theSig.equalsto0.019whicharelowerthan0.05.Thereforetheresultsofequalvariancearenotused.TheSig.is0.523>0.05,inthiswayitcanbefoundthatthereisnoobviousdifference.Inaddition,thestandarddeviation(0.10002)oftheexperimentalclassismuchsmallerthanbeforesincetheexperimenthasbeenconducted.Hereitmeantthatthelevelofthestudents'spokenEnglishintheexperimentalclasshasachievedagreatprogressinoralEnglishclassaftertheSituationalLanguageTeachingwasputintouse.Butduetothelimitedtimeoftheexperiment,theauthorandthenumbersofparticipatedstudentshadlittleimprovementattheendofexperiment.Thereasonisthatthereisnoobviousdifferencebetweenthetwoclassesinthepost-test.Table4.5T-testofPre-testandPost-test'scoresofControlClassIndependentSamplesTestLevene'sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.(2-tailed)MeanDifferenceStd.ErrorDifferenceLowerUpperCCEqualvariancesassumed.287.592-1.702820.091-.24594.14438-.53319.04129Equalvariancesnotassumed-1.70281.8680.092-.24594.14438-.53320.04130Table4.6TtestofPre-testandPost-test'scoresofExperimentalClassIndependentSamplesTestLevene'sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceFSig.tdfSig.(2-tailed)MeanDifferenceStd.ErrorDifferenceLowerUpperCCEqualvariancesassumed.000.993-3.327660.001-.73676.22130-1.17860-.29491Equalvariancesnotassumed-3.32965.9700.001-.73676.22130-1.17861-.29491FromTable4.5,accordingtotheEqualityofVarianceoftheLevene'sTest,theSig.equalsto0.592whichismuchhigherthan0.05.Therefore,theresultsofequalvariancecanbeused.TheSig.is0.091>0.05,hencethereisnoobviousdifferenceinspokenEnglishinthecontrolclass.T-valueandp-valueshowednobigdifferencesbeforeandaftertheteachingmethodsinoldfashionedway.However,thecomparisonoftheexperimentalclassbetweenthepre-testandpost-testshowedasignificantandobviousdifferencet-value=-3.327,p-value=0.001.ItindicatedthataftertheSituationalLanguageTeachingwasputi