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0s, thenatural approach appeared. The natural approach attempts to replicate the conditionsof first language acquisition, in which grammar is not directly relevant.
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Chapter Three Theoretical Foundations, Principles and Situation-designing....15
3.1 The Theoretical Foundations of the Situation-based Teaching Method......15
3.2 The Principles of the Situation-based Teaching Method.........19
3.3 Ways of Creating Situations.............23
Chapter Four Methodology..........26
4.1 Grammar Focus of the Experiment............26
4.2 Research Questions......26
4.3 Research Subjects........27
4.4 Research Instruments.............27
4.5 Experiment Procedure...........28
4.6 Controlling Extraneous Variables....28
4.7 Samples of Classroom Teaching in the EC and the CC...........29
Chapter Five Data Analysis.........37
5.1 Data from the Questionnaires .........37
5.3 The Experimental Results......44

Chapter Five Data Analysis

5.1 Data from the Questionnaire

In this experiment, a questionnaire consisting of 10 questions was given to thestudents. They did it during the English class in the classroom for the first time onNovember7th, 2015. There was no one absent that day. All the subjects did it in sixminutes. All the students handed it on time. The return rate of the questionnairereached 100%. The following are the results and the rate of the questionnaire before theexperiment. In the table, EC refers to the experiment class, and CC refers to thecontrolled class.In Table 5.1, about “generally true” and “quite true”, the numbers in theexperimental class are as follows.1) There are 26 subjects thinking that grammar is the hardest part of learning. Itmeans 59% of subjects think that grammar is the hardest part of learning.2) 15 students are interested in grammar. 34% of students interested in grammarin 88 students.3) 86% of 88 students study grammar just for exams.4) There are only 7 subjects paying attention to public English expression. Andthe rate is only 28% in 88 students.5) 3 subjects pay attention to the whole situation and interpersonal meaningwhen they do exercises on grammar. It is only 7% in all the subjects.6) Only 2% of subjects communicating with others in what she has learnedabout English grammar. The number of the subjects is only one.7) 15 subjects or 34% of subjects think that the current grammar learning has apositive impact on other skills of English.

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Conclusion

This study, through an experiment, discusses the application of thesituation-based teaching method on English grammar teaching in junior high school.It has confirmed that the situation-based teaching method is more suitable andefficient in arousing students’ interest in English learning and in promoting classroomactivities. To illustrate in detail, the situation-based teaching method has the followingadvantages compared with the traditional teaching method.1) The situation-based teaching method is beneficial to the diversification ofteaching means. Textbooks and chalk can never create a vivid teaching situation forstudents. It requires teachers to find ways to create a variety of situations.2) The situation-based teaching method is beneficial to making the classroomactive. The creation of a situation can inspire students’ enthusiasm and intere