Chapter Three Methodology ........ 21
3.1 Research Questions ........... 213.2 Subjects ............................ 21
3.3 Research Instruments ............. 22
3.4 Data Collection............. 24
Chapter Four Results and Discussion......... 26
4.1 Strategies used in children immersion situational instruction ........... 26
4.2 Results of the Interview...................49
Chapter Five Conclusion.................52
5.1 Major Findings.....................52
5.2 Implications......................53
5.3 Limitations ...............57
5.4 Suggestions for the Future Work..............58
Chapter Four Results and Discussion
4.1 Strategies used in children English immersion situational instruction
In this lesson, the kids memorized of various animals’ characteristics by the role playing.Because of integrating the roles they played, kids cultivated a love for the beautiful forestnaturally. Through the situation “the king of the forest”, they understood every animal in theforest is a unique indispensable individual. Therefore, when the kids know the forest wasdestroyed, they have a better understanding of animals’ suffering and helpless. Their reflectionsare sincere and touching which moves the audiences and themselves deeply. The teacher was notthe protagonist in this show, but an assistant in her performance as the “Monkey”. In theinformal interviews of the teacher, she mentioned that her class is a large shift, and childrenexcelled in spoken English. Teaching courses in normal classroom environment is no rather than creating a situation in which children can play. This could achieve better teaching effect.Using this strategy, teachers should provide a large number of playing roles for children toselect. Before the playing, teachers should make full preparations, including teaching knowledge,materials, emotional provision and etc. Knowledge preparation includes learning related words,phrases, and sentence expression in advance. Materials preparation means a lot of things such asthe layout of the background, providing the suitable clothing, props, music and etc. Emotionalpreparation is the mental exchanges with the kids. During the performance, the teachers shouldcarefully perform as a guide and an assistant, making the students as the main body. They shouldfully trust their students and encourage them to play actively, to express themselves confidentlyand bravely.