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Chapter Two Literature Review

2.1 Overview of Current Researches on Situational and Task-based Teaching Approaches
In 1920s British linguists Harold Palmer and Hornby attempted to create ascientifically-founded approach to direct English teaching which lately developed intothe Situational Teaching Approach. Through a number of large- scale investigations, itwas found that languages had a basic vocabulary of 2000 words in written texts andmost-frequently used sentences’ patterns in spoken languages. Vocabulary control andGrammar control are very important aspects of the Situational Teaching Approach. Inthe 1950s the most outstanding scholar Hornby issued several papers mentioning theSituational Teaching Approach on English Teaching. And then Situational TeachingApproach became popular. In early 1980s Jack C Richards and Theodore S Rodgerssummarized the characteristics of Situational Teaching Approach for the first time andit had its components as a set of system from that time.Situational Teaching Approach focuses on setting proper situations for certainwords and sentences to activate students’ sensory organs and positive attitudes tomove their attention to visual objects to learn the knowledge. American appliedlinguist Krashen put forward the famous Input Hypothesis theory of second languagelearning. He thought that upper level of language only could depend oncomprehensive language input. And situations will help students understand newknowledge and teachers play important roles in the process of teaching. “A foreignlanguage teacher should be an actor. He/she is requested to perform, gesticulate withhands and feet and express the views by gesture, movement, expression andintonation. The teacher, who is gentle and cultivated, sitting on the platform all thetime without walking round the classroom, won’t be successful.”(Hermar, 2000：70)
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2.2 Current Researches on Situational and Task-based Teaching Approaches in China
In the 1970s with implementations of Open and Reform Policy, more and moreChinese started learning English, and the classical text book “New Concept English”was introduced in China which was compiled according to the theories of SituationalTeaching Approach and it was the first time for Chinese to know this approach.However a famous Chinese teacher Li Jilin did a lot of researches on ‘SituationalApproach’ since 1978, in which she also advocated setting typical situations topromote students’ emotions to combine cognitive activities with feelings, and hadgreat influence on teaching, but Li Jilin’s Situational Approach is different from theSituational Teaching Approach developed in western countries in many aspects aswestern Situational Teaching Approach mainly is used for second language speakingteaching while Li Jijin’s Situational Approach mostly applied for Chinese teaching,and most of their teaching procedures are different except setting situations.In the 1980s researchers studied the whole teaching approaches which advocatedthat teachers should organized teaching in target language and limit mother tongueusage. In the 1990s Professor Zhang Jianzhong put forward a functional teachingapproach. “Students learn the meaning, structures, rules and applications of a secondlanguage through certain activities in situations.”(Zhang Jiangzhong, 1983：96本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。