【正文】 ituations originate from social practice, and it is a product of people’s daily lives. It emphasizes the integration of the dynamic process and the life situation, pays great attention to students’ understanding of life, pays great attention to students’ ability of development in the active process, and stimulates their interest from various activities. It helps students to understand the teaching materials and develop students’ psychological functions through the situation which can produce vivid images. The core of the application of situational approach in this thesis is to stimulate students’ emotion. Therefore, this paper first explains the relation between the second language acquisition and situational approach. If we want to solve the problems which occur in English study, situational approach will be used. Second, the application situational approach, six parts of situational approach and the way how to create situation and how to improve students’ interest and ability of English studying will be introduced. The key points that need to be paid attention to situational approach are followed. In the English classes of middle school, the application of situational approach can develop students’ positive affection of learning English. It can ensure interaction between teachers and students and make them develop harmoniously in English teaching. II. The Cognition of Situational Approach The situational approach has evolved for many years. It has many benefits for learners. It can enable the learners to understand what they have learned, and then it makes students know that we need to be heard, spoken, read, and written in suitable realistic situations. Neither translation nor mechanical drills can help if they are not connected with practical life. The situational approach focuses on the need to practice language in meaningful situationbased activities. Meanwhile, second language acquisition has connected with the situational approach. The term “the second language acquisition” became monly used after Stephen Krashen contrasted it with formal and nonconstructive learning. However, the second language acquisition has bee established as the preferred term for this academic discipline. A. Second Language Acquisition Second language acquisition is the process by which people learn a second language in addition to their native language(s).1 “Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.”2 Stephen Krashen said, “Acquisition requires meaningful interaction in the target language natural munication in which speakers is concerned not with the form of their utterances but with the messages they are conveying and understanding.”3 Krashen, American language educator, considered that providing students a lot of suitable language input doesn’t mean that students can learn target language very well. The process of second language acquisition is also influenced by affective factors. In order to make students learn target language very well, we should create the interesting situation for students learning. So, students will learn language more quickly in a low stress environment. When the students feel nervous or threatened, they are less able to soak up new language. While, when the students are relaxed in learning, they can absorb language and learn faster. That is to say, in the process of language input that enters brain language acquisition device, affective factors play a positive or negative role. We hope to exploit SLA theories to improve the efficiency of English acquisition in China. Chinese learners of English have their peculiar features. They have their beliefs towards English learning concerning the level of difficulty, motivation of learning, study habits and learning process. B. The Situational Approach The situational approach was originally called oral approach, which was developed by British applied linguists from the 1930’s to 1960’s, and it has provided guidance to many wellknown EFL/ESL textbooks and courses, which is still used in China and known by almost every Chinese English learner. In fact, most books on business English are piled according to this approach. Richards and Rodgers summarized the main characteristics of the approach as follows: 1). Language teaching begins with the spoken language. Material is taught orally before it is presented in written form. 2). The target language is the language of the classroom. 3). Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. 4). Items of grammar are graded following the principle that simple forms should be taught before plex In modern times, English education plays a very important role. In order to promote English teaching and learning, the situational approach has been adopted in middle schools. Relevant date shows that the adoption of the situational approach abroad has made great achievements and has many merits. For example, it can stimulate students’ interest in learning English and activate the classroom atmosphere and so on. The situational approach focuses on the need to practice language in meaningful situationbased activities. Therefore, the situational approach continues to be part of the standard set of procedures advocated in many current texts. C. The Design of the Situational Approach The