Abstract
The “situation” discussed in this article chiefly refers to communicative and language environments in which people’s language activities occur. To teach Chinese as a foreign language in accordance with both “communicative” and the “structural–situational–functional” principles, situation is an important factor that should not be overlooked. The article discusses the effectiveness of “situations” in classroom teaching in respect of context, language styles and situations. It suggests that three aspects should be considered in designing a situation and there are three categories of situations. Some other minor questions are also mentioned in employing situations in teaching.
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