SITUATIONAL CONTEXT

A. Definition 

(Kastamonu Education Journal, 2016) Situational teaching ought to appeal to language teachers who are interested in any and all structural language practices. It applies to the teaching of grammatical units and structures and has contributed greatly to the teaching of grammar in the classroom. It focuses the attention of students and teachers alike on the subject at hand. If situations are chosen wisely, they are certain to be memorable and meaningful. A simple explanation or definitional approach to teaching grammar is ineffective in most cases. Of course, a situational approach to the teaching of the past tense, for example, takes a little more time. Students do not benefit from a recitation of the “rules of grammar,” as a general rule. Instead, classroom time is better spent if they are given opportunities to “practice the rules of grammar.” Situational grammar provides such an opportunity to make perfect by practice, although it involves a greater expenditure of classroom time. It requires more from both teachers and students, too, the former required to come to class with a set of well-chosen and suitable visual aids, for example. A situational approach to teaching grammar involves the employment of a vast array of linguistic props, to be sure. However, the strength of such an approach is the opportunity to contextualize new language forms and thus facilitate language learning. Students are not taught the rules, but arrive at an understanding of what they rules ought to be, or might be, which is ultimately a more meaningful and lasting experience. Students are more likely to feel a part of the process, too, as they actively participate in the creation of their own dialogues and linguistic interactions, which, at the same time, conform to the rules of grammar visà-vis a variety of situational contexts that are likely to produce greater fluency and linguistic refinements for language teachers and learners in the Turkish classroom. 

B. Significance 

Situational context methods are an essential tool for understanding the meaning and significance of human behavior. These methods help researchers to understand how individuals behave in different situations, and how these behaviors are influenced by various factors such as culture, social norms, and personal beliefs. By analyzing situational context, researchers can gain a deeper understanding of human behavior and develop more effective interventions to address social issues. Therefore, situational context methods are crucial for advancing our knowledge of human behavior and improving our ability to create positive change in society.

D. Reflection

Using situational context methods in teaching grammar is an effective way to promote learning. This approach involves using real-life situations and examples to teach grammar rules, making it easier for students to understand and apply them.

When students are taught grammar in isolation, they may struggle to see the relevance of the rules they are learning. However, by using situational context methods, teachers can show students how grammar is used in everyday life. For example, a teacher could use a newspaper article or a social media post as a basis for teaching punctuation or sentence structure.

By providing relevant and relatable examples, students are more likely to engage with the material and retain what they have learned. This method also allows for more interactive and collaborative learning experiences that can help students develop critical thinking skills.

In conclusion, using situational context methods promotes an effective grammar lesson by making it more engaging and relevant for students. It helps them understand the practical application of grammar rules while also developing their language skills in a meaningful way.

E. Prepared and Presented  by: Group 7