With the development of economic globalization, the significance of learning English well has been increasingly prominent, and there has been a fever of learning English at a younger age in China. Scientific research shows that the early childhood stage is a sensitive period of language development, and timely stimulation of second language information for young children contributes to the development of the brain language central system. Children are characterized by limited cognitive level, poor concentration and self- discipline. In traditional teaching model, the instillation of knowledge was so emphasized that children’s initiative cannot find its place, thus gradually lost interest in English. Therefore, reasonable and effective situation-creating strategies play a key role in pre-school English teaching.
Firstly, this paper analyses the cognitive characteristics of children theoretically. Based on the theory of Constructivism, the author proposes four basic principles for situation creation: induction principle, proximity principle, authenticity principle and level principle. Combined with the two-year immersion English teaching experience, the author explores the situation-creating strategies suitable for children of different ages, and discusses the connotation, feasibility and necessity of each strategy, so as to provide reference for Pre-school English teachers.
Key Words: Situation-creating; Pre-school children; English teaching；Principle; Strategies
1 Introduction 1
2 Literature Review 1
2.1 Research on Situation-Creating Methodology Abroad 2
2.2 Research on Situation-Creating Methodology at Home 3
3 Situation-Creating Methodology in Pre-school 4
3.1 Influencing Factors 4
3.2 Four Basic Principles 5
3.3Three Situation-Creating Strategies 7
4 Case Study: Situation-Creating Strategies Implemented in “Tata Subject English” 10
4.1 For Children Aged 3 to 4– Game-based Situational Teaching Method 12
4.2 For children aged 5—Life-based Situational teaching method 13
4.3For children aged 6—Story-based Situational teaching method 14
5 Conclusions 16
Situation-Creating Strategies in Pre-school English Teaching
Childhood is the best time to learn language. Therefore, children’s English education has also attracted people’s attention. Educational institutions and parents have begun to invest efforts into English, so this has pushed children’s English learning to a climax. English learning is showing a trend of younger age. Faced with the problem that the rigid form of traditional education led to the lack of interest and initiative of young children, situational teaching was advocated in pre-school English teaching.
Situational teaching is a teaching method based on the theory of situated cognition, which was put forward by John Seely Brown, Allan Collins, and Paul Duguid. Situated cognition is the theory that people’s knowledge is embedded in the activity, context, and culture in which it was learned. An important step to situational teaching is situation-creating. Only by creating the situation that is suitable for children’s cognitive level, stimulate children’s interest and meet their learning needs, the goal of situational teaching can be achieved. Good situation-creating strategies will help construct a favorable classroom atmosphere which facilitates the improvement of teaching effect and the establishment of interaction relationship between teacher and children. In fact, many teaching modes that claim to use situational teaching are in name only.