AbstractThe new curriculum reform continues to advance, middle school English spoken language teaching has received extensive attention, new English textbooks write attaches great importance to students' comprehensive language application ability training, especially the training of "speaking. But by the author's observation, in addition to some foreign language school, many students could not free flexibly in English communication, ability to "listen" because of the pressure of the exam has improved, but "said" is not always satisfactory. The author thinks that the improvement of the ability of "speaking" is based on the interactive teaching mode with the activity as the carrier. However in the actual English classroom teachers and without the use of interactive teaching method, and in more schools, although the teachers are in active use of interactive teaching method in the classroom, but there are a lot of class, students learning enthusiasm is not very high, there are many students teacher did not keep up the pace, with the teacher a good interaction and just a few students. Other students should not listen to it, the play on the play, the impact of other students' learning. Is opposite in other class, the interactive teaching method seem to be used more than ever, the students is purely for interactive and interactive, and not the English knowledge learn, the comprehensive level of English did not improve. Therefore, the author does this research on the basis of the cognitive principles of the interactive language teaching, expecting to improve the students' ability to speak and to improve the overall level of English learning.


Key words: spoken English; interactive teaching; English Teaching


1 The goal of interactive classroom teaching method

The subject position of the interactive classroom teaching method can be summarized as the following four aspects:

1.1  To cultivate students' interests

Interactive English teaching can translate boring knowledge of language learning process become loved by the students, in closely the theme of the premise

1.2  Developing students' ability to think in English

Classroom teaching mode of the pursuit of the pursuit of the classroom efficiency, teachers too much to give students some of the things off the shelf, deprived of the development of students' self intelligence, hindering the students' independent thinking. Interactive English classroom teaching is to give students a great expanse of heaven and earth, to their self exploration opportunities, urging them to to think alone, alone to explore, in front of the class alone preparation, alone to find the answers, so as to enable them to develop the habit of thinking in English, development ability of thinking in English.

1.3 Training the students' ability to cooperate

Interactive English classroom teaching is more a kind of cooperation between students and cooperative learning, dialogue practice requires cooperation between the two people, group discussions and activities require the coordination between the team members. In order to complete the teacher gave oral activities task successfully, students in fully show themselves at the same time, must learn to listen to the opinions of others, to learn to work with others in unison, learn tolerance others' shortcomings and deficiencies to train and improve the interpersonal communication ability.

1.4  To improve students' oral expression level

Interactive English classroom teaching students in the main position, will be a lot of time to the students, to provide each student the opportunity to speak. Teachers should good at grasping the opportunity and the situation, to distinguish between the different levels of students, to discriminate between different personalities of the students, pay attention to protect the student's self-esteem, especially those introverted students, teachers need patience, patience and enlightening. Teachers should not only help them overcome the barriers of the English language, but also help them overcome their nervousness and shyness. Require students to in class of spoken English expression method of practice a lot, like to read the text aloud, reciting retelling texts, a chapter, answer questions, group discussions, presentations, debates, singing English songs etc..

2  The main characteristics of interactive teaching mode

The basic feature of the interactive classroom teaching is "interaction", "cooperation" and "speech" ". The so-called "interaction", refers to the mutual coordination and transformation between teachers and students. Teachers by the traditional knowledge teaching, teaching control and classroom control, to the guide of classroom activities, organizers, cooperators change; by the traditional static teaching method to model the dynamic change of teaching mode; from the platform in front of the "performers" to change the "director" behind the scenes. In this dynamic classroom, teachers and students are the active body of classroom activities, each person is the organizers and participants, everyone has the opportunity to show their ability and talent. Through the interaction between teachers and students, the completion of a specific teaching activities, to achieve the desired results. "Cooperation" mainly refers to the cooperative behavior among students. Many of the classroom teaching activities is to form two or group. Therefore, students are required to set up English activity group, the group as a unit, together to accomplish tasks such as information collection, document preparation, classroom performance. Through each other to adapt and coordinate activities, cultivate students' sense of cooperation. "The word" is a coined phrase, "the word" refers to the speech and speech, "speech" refers to speech or performance. "Words" requirements students Kankaneryan, speak freely and to know everything, Xpress said, use every opportunity to let the students to speak English and exercise their ability of language expression, in a relaxed environment naturally use English express their own thoughts; "play" require students to speak and do a keynote speech, improvisation, drama, singing English songs, let them show their knowledge and skills on the podium, cultivate their confidence and ability to express.

3  Activity design should follow the principle of

The interactive activities of the content must be able to stimulate the students to participate in the activities of intrinsic motivation, so that students participate in activities feel fun, and challenging, and when the language has become transfer learning sense of interest or relevant information intermediary will stimulate the motivation of the learners. Therefore, in the design of classroom activities, in addition to follow the mentioned above, but also pay attention to the following points:

3.1 The content of the activities required to be true

The design of the activity should be related to the students' life experience, and the students' interest. That is to say, the content of the activity should be true. If the material used in the activity is related to the real life, it is easier to stimulate students' interest in learning, and will make students more confident in their speeches and discussions. Therefore, when the teacher in the design activities, it should be carefully carefully selected materials, these materials must be able to meet the needs of students learning.

3.2 Classroom management is properly controlled

Classroom management is one of the important factors in effective teaching activities. Harmer (1983) pointed out that if the teacher did not organize classroom activities, then the effective classroom activities will become useless.

Classroom management refers to the teaching of language, in order to make the classroom teaching more effective, to organize and control the behavior and activities of the students in class.

The purpose of classroom management is to create an atmosphere of a conductive, lets the student in the atmosphere in a meaningful way in English to interact

4  Interactive English classroom teaching strategies

4.1 The interaction between teachers and students

According to the classroom interaction between different roles, teacher-student interaction can be divided into the following three types:

4.1.1 Division of interaction (Teacher-individual Interaction). The teacher points to the teacher-student interaction of individual students, it reflects the relationship between individual teachers and students. The teacher-student interaction is expected to clear the object and is often shown as questions and answers, and response requirements, evaluation and feedback and individual counseling, direct contact etc..

4.1.2  The division class interaction (Teacher-cl:}s} interaction)}} that teacher behavior point to the class group of handsome student interaction, which reflects the relationship between teachers and students' collective [class, between. This interaction is common in organizing teaching, classroom teaching, classroom questioning and classroom evaluation process.

4.1.3 Teacher groups interaction (Teacher-lam interaction) that teacher behavior pointing the interaction of team learning. It reflects the relationship between teachers and students (Group) between, in teacher groups interaction, teachers for the group and the group of explanation, guidance, inspiration and evaluation.

4.2  Principle

Task based language teaching has the following principles (Nunan David, 1999):

4.2.1 Language, situational authenticity principle (authenticity principle The)

Speech, situational authenticity principle involves two aspects: one is to teach the language materials to be as authentic as possible; another is the task of design to provide learners clear, authentic language information, make learners understand language, master the language application in a natural, real or simulated real situation. The design of the task should be combined with the actual life of the students and the community and social life.

4.2.2  Form - functional principle (form-function principle The)

The relationship between language form and language function should be very clear, so that teachers and learners at a glance, to let students learn to use language to do things, there is no basis for language ability is not enough. Learners should be aware of the relationship between language form and language function. Task design should pay attention to the combination of language form and language function, designed to enable learners to master the language form at the same time, develop the use of the ability of language function: each stage of the task design has certain import, students in the form of language based learning, through a series of tasks of training to yourself and deductive reasoning, so as to understand the language features, and real application in communication.

4.2.3  The task dependency principle (The task dependency principle)

The design unit of learning tasks from simple to complex, from easy to difficult, step by step, and formed by the primary task to senior and senior primary task task task covers cycle. The task is a ladder of interdependence, rising. The language ability of students through each task of progressive development, make the teaching ladder progressive.

4.2.4 In doing principle (Learning by doing)

From beginning to end guide students through the completion of specific tasks to learn a language, let the students to a predetermined learning objectives to carry out meaningful language action, through the completion of specific communicative tasks to gain and the accumulation of learning experience. The students still need to learn the knowledge of grammar and vocabulary memory, but knowledge is not simply through the teacher's explanation, but by the students through the use of experience and internalization.

4.2.5  Scaffolding principle (Scaffolding)

Language teaching should give students enough attention and support, like building the same scaffold. Let the students in the beginning to feel successful and safe. Adults called children walking, could not expect their children to start going very well, adults always let the children go hand in hand for a period of time, in order to let the children go. The language learning process is gradual, we should give students enough support.

4.3Teaching Suggestions

Based on the analysis of the research and the experience the author has gained in

previous teaching activities, here author wants to share several teaching suggestions about the current English teaching.

1) In the English classes, teachers should try to conduct the class in English, from the greetings to the homework to create an English teaching scenes and context for the students, and make the students listen and speak naturally. Arrange various interactive oral English teaching activities about one certain project in a specific English class, and let students easily get the most practice in the limited time. In the process of teaching in English, the teachers should fully believe students' cognitive ability, and deliver something new naturally and skillfully. If the teachers speak the content accompanied with the text or picture materials, the students can understand the teachers very well.

2) The teacher and the students should create many kinds of oral English interactive activities as many as they can. Students should practice is an important measure to improve their comprehensive English speaking English, which ability. In the classroom,if they more and more activities to take part in, they will have more and more opportunities to speak, so they can improve the quality of oral expression and realization from accurate expression in the language to correct interpretation in language meaning by overcoming the negative transfer of mother tongue. There are two kinds of input of a language. On the one hand, students can get input from the given language materials on the text book, collected by the teachers or by themselves; on the other hand, the second is a great deal of language spoke and used by students in class. During the interactive activities, students can get a lot of language input which can be used by the students to get ready for language output; on the other hand, students themselves can also say something in English, and make the input be effective output.  Thus, students who like to interact with teachers can easily get the

3). In every English class, there is at least one project needing fulfilling by the students and the project should be authentic either in their real life or just in their English class, for example, a student acting as a teacher, but the topics and the activities must be specific clear and  interesting.  In  the  classroom  teaching,  the  teachers  should  create  authentic communicative environment as many as possible.  Students carry out language practice activities adapted from the content and knowledge from the text. Teacher's teaching design should be natural, positive and close to the students' level, observe the students carefully in the classroom and help the students create new ideas.



Based on Constructivism Theory, Humanism, Multiple-intelligence theories and Cone Learning Theory, interactive oral English teaching approach is employed by the author in English classes in a junior middle school. In order to get enough and effective data for the analyses of this teaching approach ,interactive oral English teaching approach, which is also a teaching  model,  the  author  carries  out the research through questionnaire,  interview, observation and experimental. Through analyzing the results of the research, some positive findings can be found. The interactive oral English teaching approach enhances students' interests in English learning.  The interactive oral English teaching approach improves students' overall ability of English. The interactive oral English teaching approach can improve oral English of the students. Based on the analysis of the results of the research,though there are some negative findings, interactive oral English teaching approach is proved to be acceptable and effective, which can provide reference for the future teaching of English in junior middle schools.




[1] 花茂荣初中英语课堂互动教学模式探讨[D]. 南京师范大学 2014

[2] 史玮娜初中英语口语互动教学现状调查研究[D]. 东北师范大学 2014

[3] 李长佳互动教学法在高中英语口语教学中的应用研究[D]. 重庆师范大学 2013

[4] 许培互动式教学法在高中口语教学中的应用[D]. 陕西师范大学 2013

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