The Interactive Teaching Approach in English Teaching论课堂中的的互动教学.docx

The Interactive Teaching Approach in English Teaching论课堂中的的互动教学.docx

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TheInteractiveTeachingApproachinEnglishTeaching论课堂中的的互动教学

外语系本科毕业论文

（成人教育）

TheInteractiveTeachingApproachinEnglishTeaching

论课堂中的的互动教学

Acknowledgements

Duringthemonthsofresearchwhichledtothispaper,IhavereceivedvaluableinstructionsandinnovativesuggestionsfromMissMa,whohadreadthemanuscriptcarefullyandpatiently.SoIwouldliketoexpressmyimmensegratitudetohim,andIowemyheartfeltgratitudetoalltheteacherswhohaveinstructedme.

Abstract

ThispaperaimstoindicatetheimportanceofinteractiveteachingapproachandputforwardsomeusefulsuggestionsforinteractiveteachinginEnglishclassroomperformance.InordertoimprovetheabilityofEnglishlevel,especiallytheoralEnglish,interactiveteachingapproachmustbeappliedtotheEnglishclasses.Therefore,itisakeyquestionthathowtocarryoutinteractiveteachingmodeinprimaryEnglishclass.Inthispaper,givesabriefintroductiononinteractiveteachingapproach,includingitsdefinitionandoperatingprinciples,strategiesandsomesuggestionsoncarryingoutinteractiveteachingapproach.

Keywords:

interactiveteaching;students;teachers;strategies

摘要

这篇论文目的在于说明互动教学在课堂的重要性，以及提出了一些有用的建议。

为了提高英语水平，特别是口语的能力，互动教学必须被运用到英语课堂中。

因此，在如何运用互动教学模式是非常关键的。

在这篇论文中，对互动教学这种教学方法做了大概介绍，其中包括这种教学方法的定义，还有一些策略和建设性建议，以及在实施互动教学中的一些影响。

关键词：

互动教学；学生；老师；策略

Contents

Acknowledgements…….…….…….…….…….…….…….…….…..i

Abstract…….…….…….…….…….…….…….…….……………….ii

摘要…….…….…….…….…….…….…….…….…………………..iii

1.Introduction………………………………………………………..1

1.1Theconceptofinteractiveteachingapproach…………………………..1

1.2Operatingprinciplesofinteractiveteachingapproach……………………

1.2.1Learner-centeredprinciple………………………………………1

1.2.2Activity-basedprinciple…………………………………………3

1.2,3Principleofrelevance…………………………………………...4

2.Strategiesforinteractiveteachingapproach……...………………6

2.1Raisingquestions…………………………………………………….6

2.2Encouragingrole-play………………………………………………..7

2.3Creatinginterestinglanguagegames……………………………………7

2.4Engaingincooperativelearning………………………………………...8

3.Suggestionsonimplementinginteractiveteachingapproach.…….9

3.1Reflectiveteaching……………………....……………………….......10

3.2Cultivatingpositivetecher-studentrelationship……………….......……..11

3.3Supportinglearningenviroment...………………………......................12

4.Conclusion………………………....………………………..............14

Bibliography………………………....………………………................15

1.Introduction

Withthedevelopmentofsociety,interactiveteachingapproachisbecomingmoreandmoreimportantinEnglishteaching.Interactiveteachingisatheoreticandstrategicsystemappliedbymanycountriesintheworldinthepastthreedecades.However，EnglishclassesinChinalacktheatmosphereofinteractionbetweenteachersandstudents,andtraditionalteachingmethods,whichregardteachersasthecoreofteachingactions,stillplaytheimportantroleinChineseclasses.Therefore,accordingtothesituationofEnglishteachingtoday,theauthorattemptstoindicatetheimportanceofinteractiveteachingapproach,andadvocatesthatinteractiveteachingcanbecarriedoutefficientlyandwidelyinEnglishclassroomsoastohelpteacherstoimprovetheirteachingskillsandhelpstudentstocultivatetheirstudyability.

Atthebeginningofthisthesis,thedefinitionofinteractiveteachingandoperatingprinciplesofinteractiveteachingapproachareintroduced.Thesecondpartdiscussesthestrategiesforinteractiveteachingapproach.Andthethirdpartattemptstobringforwardsomesuggestionsonimplementinginteractiveteachingapproach.Withalltheworkdone,thethesiscomestotheconclusionthatthoseapproachesandsuggestionstheauthorgivenareusefulandeffectivetocultivateinteractionbetweenteachersandstudents.

1.1Theconceptofinteractiveteachingapproach

Interactiveteachingapproachindicatesthatteachersgobeyondlanguagestructuresanddeveloplearners’communicativecompetencethroughinteraction.AsWilgaM.Riverspointsout，interactionrefersto＂studentsachievefacilityinusingalanguagewhentheirattentionisfocusedonconveyingandreceivingauthenticmessages＂（Rivers,2000:

4）.Theinteractiveteachingapproach，whichemphasizesthevaluesofinteraction,ismoreaclusterofapproachesthanasinglemethodology.Interactionbetweenteachersandstudentsisanimportantfeatureofcooperativelearning,whichcanhelpteachersguidestudentstoimprovetheirlearning.Meanwhile,studentsarebecomingmoreandmoreinterestedintheirEnglishlearningbysomeactivitiesandgames.Therefore,interactiveteachingapproachplaysasignificantroleinprimaryEnglishclass.

1.2Operatingprinciplesofinteractiveteachingapproach

Interactiveteachingemphasizesontheinteractionbetweenteachersandstudents,butitisdifficulttodealwiththerelationshipbetweenteachersandstudentsinclass.Inordertoavoidthesituationthatteachersdominatethewholeclasswithoutinteractionwithstudents,someusefulprinciplesofinteractiveteachingwillbeoperatedinprimaryEnglishclass,includinglearner-centeredprinciple,activity-basedprincipleandprincipleofrelevance.

1.2.1Learner-centeredprinciple

Learner-centeredprincipleisdefinedasthefollowing:

ontheonehand,teachersshouldputstudentsatthecenterofclassroomorganizationandrespecttheirneeds，strategies,andstyle.Thatistosay，inprimaryEnglishteaching-learningprocess,teachersshouldrespectindividualpreferenceandassiststudentsindiscoveringtheirownpreferenceinlearningstyle,insteadofinterfereandcontrolstudents.Ifstudentsaremoreinvolvedintheteachingandlearningprocess,whichmeansthattheyarelearningwhattheywouldliketoknowandlearningintheirpreferableway,theywillcertainlyhavemoreinterestinthelearningandfeelmoreresponsiblefortheirlearning.Moreover,thelearner-centeredclassroomshouldguidethestudentstomakecontributionstolessonplanning,presentation,andassessment.Studentsshouldshareinformationwiththeirclassmates,anddifferentgroupsexplaingrammartoshareknowledge,andevenstudentscantakeonteacher-likerolestoorganize.Soteachersshouldgivemorechancetolettheirstudentsplayamainroleinclass.

Ontheotherhand，theteacherplaysadiversifiedmulti-dimensionalroleinaninteractiveteachingclassroom.AccordingtoMarionWilliams&RobertL.Burden，thereisasignificantrolefortheteacherasmediatorinthelanguageclassroom.Theteachercanplayanimportantpartinpromotingeffectivelearninginothersignificantways（Williams&Burden,2000:

131）.IntraditionalEnglishclassrooms，theteacherdominatestheclassroombecauseheistheauthorityoftheknowledgeandthecenteroftheclassroomactivities.Themostimportantthingsforteacherstodoaretodisciplinetheclass，passontheknowledge，andexplicitthepuzzles.

Insum,teachersshouldrelinquishcontrolovertheclassbutnotlosecontrol,andaslearner,studentsshouldregardthemselvesasthecenterofclassroomtocreatetheirownlearningspace.

1.2.2Activity-basedprinciple

Activity-basedprincipleininteractiveteachingisthatlearningaforeignlanguageisundoubtedlynotonlytocreategrammaticallycorrectsentencesbutalsotocommunicateeffectivelyandappropriately,andactivitiesshouldbeimplementedinordertotransferknowledgeandskills.Thosetraditionalteachingmethodsthatemphasizeonthemasteryofknowledgebutneglectcultivatingstudents’communicativecompetenceresultinthatgenerallystudentsfailtocommunicateinthetargetlanguage.

It’scommoninChinathatauniversitygraduatewhohaslearnedEnglishfortenyearsfeelsitdifficulttohaveaconversationwithanative-speakeraboutsomecommontopics.Itseemsthathecan’ttransferwhathehaslearnedtotherealcommunication.Whatthestudentsdoinatraditionalclassroomistolearnaboutthelanguage,andevenwhentheyopentheirmouths，theyarenormallyorganizedtodosomerepetitiondrills.Especially,somemechanicexercisestostrengthentheknowledgeormakeashortresponsetosomequestionsraisedbytheirteachers.Thatis,teachersshouldcreateopportunitiesforstudentstotakepartinmeaningfulinteraction,especiallycommunicativeactivities.Communicativeactivitiesprovidestudentswithopportunitiestoworkforthesamegoal,thereforeithelpstodeveloppositiverelationshipamongstudentsandresultincreatinganenvironmenttosupportlanguagelearning（Littewood,2000:

34）.

Inshort,peoplelaymoreandmoreemphasisonactivitiesinEnglishclass.

1.2.3Principleofrelevance

Inordertocarryoutlearner–centeredandactivity-basedprinciple，theprincipleofrelevanceoughttobestressed.TheEnglishclassroomperformanceshouldberelevanttolearners’capability，interestandperceivedneeds.Ausubelcontendsthathumanlearningtakesplaceinthehumanorganismthroughameaningfulprocessofrelatingneweventsoritemsalreadyexistingcognitiveconceptsorpropositions.Learningisthereforeaprocessofrelatingandanchoringnewmaterialtorelevantestablishedentitiesinthelearner’scognitivestructure（citedinWang,2000:

210）.

Effectiveactivitiesarerelatedtostudents’capabilityandneed.Nunanclaimsthat＂Itisthesesubjectiveneedsderivablefrominformationonlearners’wants,expectationsandaffectiveneedswhichareofmostvalueinselectingcontentandmethodology.＂If＂whattolearn＂and＂howtolearn＂actuallysuitthestudents’needs，theywillbecomparativelyandeasilymotivated.Learningisnotonlyapains-takingpreparationfortheremotefuturebutalsoanenjoyableexperiencetoday.Especiallyforyoungchildren,they