The Application of Situational Teaching Method in Middle School English Vocabulary Teaching Based on the “Comprehensible Input” Hypothesis

With the implementation of the new junior high school English textbook in 2024, the vocabulary has increased dramatically, which puts forward higher re-quirements for students’ mastery of vocabulary and teachers’ teaching. The New English Curriculum Standard emphasizes the shift from “knowledge-oriented” to “ability-oriented”, focusing on the contextualized use of vocabulary, but the current junior high school English vocabulary teaching still exists many prob-lems such as mechanical memorization, lack of context, inefficient methods and insufficient interest. Taking the new textbook as an example, this paper discuss-es the application strategy of situational teaching method in junior high school English vocabulary teaching based on the“Comprehensible Input” hypothesis, which can help students achieve deep understanding and flexible use of vocabu-lary by constructing real and vivid language contexts, so as to enhance the effi-ciency of vocabulary learning and to promote the comprehensive development of their comprehensive language abilities such as listening, speaking, reading and writing.