Abstract

Situational Teaching plays a crucial role in English classroom teaching in Chinese Primary Schools; hence the relevant research prospers simultaneously. This study is devoted to reveal the research characteristic on English Situational Teaching in Primary Schools in the past 6 years. Result of contrastive analysis and survey of the essays published on CNKI Journals and Theses from year 2014 to 2019 reveals: 1) In terms of the whole field, it develops steadily in spite of lack of wide coverage and depth. 2) In regarding to the research content in whole, it is relatively disproportionate, identical and superficial with too much perceptual thinking and the micro aspect of specific application and promotion but far less scientific, empirical and experimental research. Moreover, there are too many nonstandard essays and few outstanding ones. 3) As to the research method, the distribution of the employment of the 3 methods is imbalance with too little use of the experimental and quantitative ones. Furthermore, the journal authors are unskilled in employment of multiple methods. 4) With respect to the research team, it is unstable, low productive and too centralized with primary school teachers.

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