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Situational  Teaching  in  tense  teaching  in  junior  middle  school.  The  purpose  is  to  find  the impact of Situational Teaching on tense, and whether or not it can increase students’ interest in tense learning. At the same time, what effect can Situational Teaching bring to the students’ learning strategies is another question to be discussed. The third question is what the impact of  this  method  on  the  accuracy  of  the  tense  is.  This  also  gives  some  enlightenment  to  the research  of  tense  teaching  and  provides  some  reference  to  the  Situational  Teaching  in  the future. 

Chapter 2 Literature Review

2.1 Situational Teaching

In the 1920s, Situational Teaching began to develop, represented by the British scholars Palmer  and  Hornby,  who  put  forward  a  set  of  Situational  Teaching  methods  based  on  the study  of  their  former  researchers.  In  terms  of  the  definition  of  it,  different  scholars  have different opinions, here are some representative definitions.

Mohan  (1977)  held  the  view  that  ‘Situational’ can be understood to include: a goal of language  teaching  viz.  the  students'  ability  to  apply  their  knowledge  of  L2  to  real  speech situations  (communicative  competence);  certain  classroom  learning  activities,  e.g. role-playing; a way of presenting teaching points (situational presentation): a way of selecting and organizing content in a curriculum. 

Hornby  (1981)  put  forward  that  Situational  Teaching  Method  refers  to  that  teachers purposefully  create  some  concrete  and  vivid  scenes  to  help  students  gain  knowledge  and develop skills in teaching.

Krahnke  (1987)  thought  that  the  situation  provides  the  context  in  the  discourse,  which makes  the  language  form  and  meaning  more  consistent.  And  Situations  can  break  down barriers  between  sentences  and  show  second-language  learners  how  language  is  used  in discourse.

Rodgers (2001) believed that the role of teachers in situational teaching is context creator, error corrector, and the learner role is imitator, memorizer.

Li (2003) thinks that situational teaching is a kind of teaching mode that makes full use of  image,  creates  typical  scene,  arouses  students'  learning  emotion  and  combines  cognitive and emotional activities.

2.2 Related Research at Home and Abroad

2.2.1 Research on English tense teaching abroad

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