PAGE16外語(yǔ)系本科畢業(yè)論文 （成人教育） TheInteractiveTeachingApproachinEnglishTeaching論課堂中的的互動(dòng)教學(xué)AcknowledgementsDuringthemonthsofresearchwhichledtothispaper,IhavereceivedvaluableinstructionsandinnovativesuggestionsfromMissMa,whohadreadthemanuscriptcarefullyandpatiently.SoIwouldliketoexpressmyimmensegratitudetohim,andIowemyheartfeltgratitudetoalltheteacherswhohaveinstructedme.AbstractThispaperaimstoindicatetheimportanceofinteractiveteachingapproachandputforwardsomeusefulsuggestionsforinteractiveteachinginEnglishclassroomperformance.InordertoimprovetheabilityofEnglishlevel,especiallytheoralEnglish,interactiveteachingapproachmustbeappliedtotheEnglishclasses.Therefore,itisakeyquestionthathowtocarryoutinteractiveteachingmodeinprimaryEnglishclass.Inthispaper,givesabriefintroductiononinteractiveteachingapproach,includingitsdefinitionandoperatingprinciples,strategiesandsomesuggestionsoncarryingoutinteractiveteachingapproach.Keywords:interactiveteaching;students;teachers;strategies摘要這篇論文目的在于說(shuō)明互動(dòng)教學(xué)在課堂的重要性，以及提出了一些有用的建議。為了提高英語(yǔ)水平，特別是口語(yǔ)的能力，互動(dòng)教學(xué)必須被運(yùn)用到英語(yǔ)課堂中。因此，在如何運(yùn)用互動(dòng)教學(xué)模式是非常關(guān)鍵的。在這篇論文中，對(duì)互動(dòng)教學(xué)這種教學(xué)方法做了大概介紹，其中包括這種教學(xué)方法的定義，還有一些策略和建設(shè)性建議，以及在實(shí)施互動(dòng)教學(xué)中的一些影響。關(guān)鍵詞：互動(dòng)教學(xué)；學(xué)生；老師；策略ContentsAcknowledgements…….…….…….…….…….…….…….…….…..iAbstract…….…….…….…….…….…….…….…….……………….ii摘要…….…….…….…….…….…….…….…….…..iii1.Introduction………..11.1Theconceptofinteractiveteachingapproach…………..11.2Operatingprinciplesofinteractiveteachingapproach……1.2.1Learner-centeredprinciple………11.2.2Activity-basedprinciple…………31.2,3Principleofrelevance…………...42.Strategiesforinteractiveteachingapproach……...………………62.1Raisingquestions…………………….62.2Encouragingrole-play………………..72.3Creatinginterestinglanguagegames……72.4Engaingincooperativelearning………...83.Suggestionsonimplementinginteractiveteachingapproach.…….93.1Reflectiveteaching……………103.2Cultivatingpositivetecher-studentrelationship……..113.3Supportinglearningenviroment...………124.Conclusion………………14Bibliography………………151.IntroductionWiththedevelopmentofsociety,interactiveteachingapproachisbecomingmoreandmoreimportantinEnglishteaching.Interactiveteachingisatheoreticandstrategicsystemappliedbymanycountriesintheworldinthepastthreedecades.However，EnglishclassesinChinalacktheatmosphereofinteractionbetweenteachersandstudents,andtraditionalteachingmethods,whichregardteachersasthecoreofteachingactions,stillplaytheimportantroleinChineseclasses.Therefore,accordingtothesituationofEnglishteachingtoday,theauthorattemptstoindicatetheimportanceofinteractiveteachingapproach,andadvocatesthatinteractiveteachingcanbecarriedoutefficientlyandwidelyinEnglishclassroomsoastohelpteacherstoimprovetheirteachingskillsandhelpstudentstocultivatetheirstudyability.Atthebeginningofthisthesis,thedefinitionofinteractiveteachingandoperatingprinciplesofinteractiveteachingapproachareintroduced.Thesecondpartdiscussesthestrategiesforinteractiveteachingapproach.Andthethirdpartattemptstobringforwardsomesuggestionsonimplementinginteractiveteachingapproach.Withalltheworkdone,thethesiscomestotheconclusionthatthoseapproachesandsuggestionstheauthorgivenareusefulandeffectivetocultivateinteractionbetweenteachersandstudents.TheconceptofinteractiveteachingapproachInteractiveteachingapproachindicatesthatteachersgobeyondlanguagestructuresanddeveloplearners’communicativecompetencethroughinteraction.AsWilgaM.Riverspointsout，interactionrefersto＂studentsachievefacilityinusingalanguagewhentheirattentionisfocusedonconveyingandreceivingauthenticmessages＂(Rivers,2000:4).Theinteractiveteachingapproach，whichemphasizesthevaluesofinteraction,ismoreaclusterofapproachesthanasinglemethodology.Interactionbetweenteachersandstudentsisanimportantfeatureofcooperativelearning,whichcanhelpteachersguidestudentstoimprovetheirlearning.Meanwhile,studentsarebecomingmoreandmoreinterestedintheirEnglishlearningbysomeactivitiesandgames.Therefore,interactiveteachingapproachplaysasignificantroleinprimaryEnglishclass.1.2OperatingprinciplesofinteractiveteachingapproachInteractiveteachingemphasizesontheinteractionbetweenteachersandstudents,butitisdifficulttodealwiththerelationshipbetweenteachersandstudentsinclass.Inordertoavoidthesituationthatteachersdominatethewholeclasswithoutinteractionwithstudents,someusefulprinciplesofinteractiveteachingwillbeoperatedinprimaryEnglishclass,includinglearner-centeredprinciple,activity-basedprincipleandprincipleofrelevance.1.2.1Learner-centeredprincipleLearner-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-basedprincipleActivity-basedprincipleininteractiveteachingisthatlearningaforeignlanguageisundoubtedlynotonlytocreategrammaticallycorrectsentencesbutalsotocommunicateeffectivelyandappropriately,andactivitiesshouldbeimplementedinordertotransferknowledgeandskills.Thosetraditionalteachingmethodsthatemphasizeonthemasteryofknowledgebutneglectcultivatingstudents’communicativecompetenceresultinthatgenerallystudentsfailtocommunicateinthetargetlanguage.It’scommoninChinathatauniversitygraduatewhohaslearnedEnglishfortenyearsfeelsitdifficulttohaveaconversationwithanative-speakeraboutsomecommontopics.Itseemsthathecan’ttransferwhathehaslearnedtotherealcommunication.Whatthestudentsdoinatraditionalclassroomistolearnaboutthelanguage,andevenwhentheyopentheirmouths，theyarenormallyorganizedtodosomerepetitiondrills.Especially,somemechanicexercisestostrengthentheknowledgeormakeashortresponsetosomequestionsraisedbytheirteachers.Thatis,teachersshouldcreateopportunitiesforstudentstotakepartinmeaningfulinteraction,especiallycommunicativeactivities.Communicativeactivitiesprovidestudentswithopportunitiestoworkforthesamegoal,thereforeithelpstodeveloppositiverelationshipamongstudentsandresultincreatinganenvironmenttosupportlanguagelearning(Littewood,2000:34).Inshort,peoplelaymoreandmoreemphasisonactivitiesinEnglishclass.1.2.3PrincipleofrelevanceInordertocarryoutlearner–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,theyarenotaspersistentasadults,andlearningforinterestismorepracticalforthem.Therefore,teachersshouldunderstanddeeplystudents’needsandstudents’capabilitytoadoptinterestingandfunnyactivitiesforprimarystudents.Tosumup,theseprinciplesareveryusefulforteacherstooperatetheclass,andtheybreakupthetraditionalteachingmethodstoexplorethenewteachingapproachinteractiveteachingapproach.StrategiesforinteractiveteachingapproachAsweknow,principlesneedtobeunderstoodandfollowed,butthestrategiesforinteractiveteachingapproachmustbetocarriedout,thatis,strategiesmeanmethods,whichshowhowtoimplementinteractiveteachingapproachinthereallife.Thefollowingimportantstrategieswillbediscussed,includingraisingquestions,encouragingrole-play,creatinginterestinglanguagegames,andengagingincooperativelearning.2.1RaisingquestionsRaisingquestionsisasignificantwayforclassroomteaching.Teachersattractstudents’attentionandfocusbyaskingquestions.Questioninginitiatesinteractionbetweenteachersandstudents.Italsoservesasameansoffeedbackforteacherstochecktheeffectoftheteaching.Nevertheless，thestrategyofquestioningcan’ttakeeffectifitisinappropriatelymanipulatedintheEnglishclassroom.Theeffectivenessofquestioningismainlydependenton＂howtoask＂and＂whoasks＂.InChina，thetraditionalEnglishclassroompaymoreattentiontoteacher’stalkandneglecttheimportanceofstudent’scriticalthinking.Ininteractiveteaching，teachersshouldnotdominatethequestionsbutencouragestudent-initiatedquestions，whichcandemonstratestudents’individualityandpromptstudents’interactioneasily.Studentspayattentiontothesocialdimensionaswellasthefunctionaldimensionofthequestion.Students’questionsaremorelikelybasedontheanswerers’interestsincetheyareadjacentinage，thelevelofknowledge，experienceandfeeling.Sostudentsseemtosufferfromloweranxietywhenansweringquestionsfromtheirfellowlearners.Toofferstudentsopportunitiestoaskquestionsencouragesstudents’criticalthinking，spiritofquestioningandcreativity.Inshort,teachersneedtosparesometimeandenhancesforstudent-initiatedquestions.2.2Encouragingrole-playRole-playisdefinedasthefollowing:learnersarerequiredtoimaginetheyareinasituationwhichprobablyoccursinthereallife,andtheyareaskedtoadoptaspecificroleinthissituation,andthentheyareinvitedtobehaveasifthesituationreallyexistsinaccordancewiththeirroles.Thedefinitionofrole-playindicatesthatstudentscanbenefitthemselvesfromrole-play.Forexample:itmobilizesstudents’resourcesinthefieldofverbalornon-verballanguage,andstudentsrelatethenewlanguagetotheirownindividualcharacteristic;itencouragesstudentstodeveloplanguagefluency;itenhancesstudents’attentiontothesocialdimensionofthelanguage.Therefore,teachersshouldlayemphasisonencouragingrole-playinclass.ItiswiseforstudentstoenjoyspeakingfluentEnglishandbuilduptheirself-confidence.2.3CreatinginterestinglanguagegamesLanguagegamesmeanthataccordingtoteachinggoal,teachersadoptsomeinterestinggamesandorganizethewholestudentstoengageinlanguagedrillandcommunicativeactivity.ItcanbemanipulatedforalltypesofEFLteaching，suchastheteachingofgrammar，vocabulary，writingorintegratedskills.Especially,thiskindofgamesissuitablefortheprimarystudents.Themostofprimarystudentslackinitiativeoflanguagelearning.Soteachersfrequentlyorganizesomelanguagegamesinordertoprovidealight-heartedformoflanguagepractice，eitherwithrelativelyfreeuseoflanguageorwhereaparticularstructureisbeingrepeated.Forexample,inordertoreinforcethepattern＂Whatdoeshedo?＂Ateachermayaskastudenttoactouthisassumedoccupationandasktheotherstoguess.Anotherexampleiscalledspellingwordgames.Ateacherhandsoutseveralletterstotwostudents,andasksastudenttospellthecorrectwordsandthenaskstheothertoreaditexactly.Thesetwoexamplesareverytypicalandcommonininteractiveteachingclassroom.Therefore，teachersshouldcombinethelanguageelementwithgameelement,andlayanimportantvalueoninteractionbetweenteachersandstudents.2.4EngagingincooperativelearningHowever,akindofinteractiveteachingapproach,likecooperativelearning,iscarriedoutbetweenstudentsandstudents,thatis,cooperativelearninglaysanimportantvalueoninteractionbetweenstudents.AsD.W.Johnsonpointsout,student-studentinteractionmayactuallybemoreimportantforeducationalsuccessthanteacher-studentinteraction，constructivestudent-studentinteractionsinfluencestudents’educationalaspirationsandachievements,developsocialcompetencies，andencouragetakingontheperspectivesofothers(citedinJohnson,2000:112).Fivetechniquesareemployedforcooperativelearning:1)Teachersassigntaskstobecompletedcollaborativelyingroup,andeventuallygroupscompeteasteamsagainstotherteams.2)Teachersrankstudentsbyacademicabilitylevelsandthencreategroupsofstudentswithdifferentabilitylevelssothattheycantutoreachotherwithineachgroup.3）Teachersorganizestudentgroupsbyparticularinterests,andallowthegroupstogathernecessaryinformation.4)Inthisactivity,aquestionisposedoranissueispresentedbyotherlearnersortheteachers,andlearnersaregivensometimetoreflect,takenotesorengageinfreewritingandbeforeturningtoanotherlearnerandsharingwhattheyhavejustthoughtandwrittenabout.5)Learnerscanbrainstorminsmallgroupsforappropriate(Nunan,2000:236).Therefore,cooperativelearningisalsoveryimportantstrategyofinteractiveteaching.3.SuggestionsonimplementinginteractiveteachingapproachSomesuggestionsbasedontheexperienceoffieldtraininginsomeprimaryschool,whichmaybebeneficialtomanipulatetheinteractiveteachingapproachinprimaryEnglishclass,includingreflectiveteaching,cultivatingpositiveteacher-studentrelationshipandsupportinglearningenvironment.3.1ReflectiveteachingReflectiveteaching，Whichmeansthatteacherscollectdataaboutteaching,examinetheirattitudes，beliefs，assumptions，andteachingpractices，andusetheinformationobtainedasabasisforcriticalreflectionaboutteaching，leadsteacherstoalong-termdevelopment(Richards&Lockhart,2000:5).Teachingreflectivelymeanstonotonlylookbackatwhathashappenedintheirclassroomsindetailbutalsoanalyzewhycertaineventstookplaceandwhatnextstepsneedstobetaken.Soreflectiveteachingpossessesthefollowingadvantages:＂Itcanhelpachieveabetterunderstandingofone’sownassumptionsaboutteachingaswellasone’sownteachingpractices;Itcanleadtoaricherconceptualizationofteachingandabetterunderstandingofteachingandlearningprofesses;anditcanserveasabasisforself-evaluationandisthereforeanimportantcomponentofprofessionaldevelopment＂(Richards&Lockhart,2000:5).Reflectiveteachinghassomanyadvantages,soteachersmayreflectinavarietyofwaysandusedifferentmeanstodo.Amongalltheways，maybe,actionresearchisdirectlyrelatedtotheoutcomeoftheteaching,andactiongivesteachersdirectaccesstotheintegrationoftheoryandpractice.Forexample:ateacherdecidesonathemebasedonhisobservationandreflectionofhisownteaching,hedecidestoexamhisuseofthefirstlanguage,andthenherecordsclassroomlesson.Next,hedecidestodiminishtheuseofthefirstlanguagebyfamiliarizinghimselfwithEnglishexpressionforclassroommanagement.Afterwardsheobservesthechangesbyrecordinghislesson.Attheendoftheactioncycle,theteacherreflectscriticallyonwhathashappened.3.2Cultivatingpositiveteacher-studentrelationshipToagreatextent，theimplementationoftheinteractiveteachingapproachdependsonthepositiverelationshipbetweenteachersandstudentsbecausetheapproachfeaturesstudent-centeredness.Teachers’beliefsaboutstudentsandlearningwillexertgreatinfluenceontheteacher-studentrelationship.ThesociologistRolandMeighansuggeststhatlearnersmaybeconstruedmetaphoricallyas:resister;receptacles;rawmaterial;clients;partners:individualexplorers;democraticexplorers.Heseestheseconstructsintermsofacontinuumwhichreflectsthenatureoftheteacher-learnerpowerrelationship.Thusthefirstthreeconstructsareheavilyteacherdominatedwhilethelatterconstructsinvolveincreasinglyactivelearnerparticipation(citedinWilliams&Burden,2000:57).Chineseteacherstendtoregardstudentsasreceptacles，soteachersareauthoritieswhoareinchargeofeverythingintheclassroom.Holdingthebeliefthatstudentsareclients，partners，individualexplorers，democraticexplorers，teacherscandevelopdemocraticteacher-studentrelationshipwhichisforemostforinteractiveteaching.Butitmaybehardtocultivatethepositiverelationshipbetweenteachersandstudents.Todeveloptherelationshipneededbytheinteractiveteaching,teachersshouldseetheirlearnerashumansnomatterhowyoungtheyare,andmakeeffortstomeetthelearners’specificneeds.Teachersandlearnersbothconveyandreceiveknowledge,trust,empathyandindividuality.Throughinteraction,teacherscanfindsomespecificwaystoestablishpositiveteacher-studentrelationship.3.3SupportinglearningenvironmentSupportivelearningenvironmentshouldbecreatedtoimprovetheimplementationofinteractiveteaching.Socialinterventionismemphasizesthedynamicnatureoftheinterplaybetweenteachers，learnersandtasks，andprovidesaviewoflearningasarisingfrominteractionswitheachother(Richards&Lockhart,2000:5).Itisapparentthatlearningneveroccursinisolation.Thelearningenvironment,includingtheclassroomatmosphere，physicalenvironment，thewholeschoolethos，thesocialenvironment，theculturalsetting，etc，exertsanimpactontheoutcomeoflearning.Althoughitisdifficulttoofferteachersspecificsuggestionsonhowtofostersupportiveatmosphereforinteractiveteaching，someusefulsuggestionisthatitistheteachers’responsibility，bydiscussingandtryingceaselessly，toinvolvethelearnerstocreateclassrooms,wherelearnersfeelemotionallysecuretouseanewlanguagetocommunicate,andwherelearners’confidenceandself-esteemisenhanced.SchoolethoswhichvaluethelearningandapplyingEnglishwillbenefitstudentagreatdeal.Therefore,studentsareencouragedtotakepartindifferentactivitiesinEnglish，suchascompetitionsofEnglishsongsandEnglishstageplay，debateandspeechinEnglish，Englishcorner，partieswithinternationalschools.Alltheseactivitiesenhancestudents’motivationandconfidenceaswellastheirbeliefsoflearningaforeignlanguagetocommunicate.However，itisnotmerelytheteacher’sdutytodevelopanenvironmentinthemacroview.ThedevelopmentofChina，theEnglishlearningshouldbepaidmoreattentionbyschool,parentsandsociety.Inthiscase,thequalityofEnglishteachingwillbeimprovedincreasinglyonlywhenthewholesocietymakesefforts.4.ConclusionWiththeincreaseofglobalcommunication，people’senthusiasmanddemandinEnglishlearningisgrowing.TraditionalEnglishteachingmethodscannolongersatisfyneedsofdevelopment，soChineseteachersareattemptingtoadoptnewmethodstoovercometheweaknessofthetraditionalteachingmethods.Interactiveteachinghasbecomeaheatedtopicgradually.Inthispaper,theauthormakesanattempttomanifestthenotionofinteractiveteachinginprimaryEnglishclassandtheoperatingprinciplesofit，toanalyzethefactorsofinfluenceofinteractionandelicitsomesuggestionsfortheimplementationofinteractiveteachinginprimaryEnglishclass.However,itisdifficulttocarryoutinteractiveteachingefficientlyinprimaryEnglishclass.Effectiveteachingshouldtalkallkindsoflearnerintoaccountandaimsforthemostappropriateapproachatanytime.Therefore,interactiveteachingapproach，asanapproachemphasizingstudents’communicativecompetenceandtheimpactofthelearningenvironment，hasundoubtedlyenrichedChineseEFLteachinginprimaryclassroom.Althoughthereareanumberofconstraintsforitseffectiveimplementation，theteachers’effortaswellastheotherfield’seffortwillnarrowthegapbetweenthetheoryandthereality.Butonethingteachersshouldbearinmindisthattheyshouldreflecttheirteachingobjectivelyandcreatetheinteractiveenvironment.Anditishopedthatthispapercancontributetotheimprovementofefficiencyoflearners’learningundertheco-effortofstudents,teachersandsupport.Bibliography[1].Foley,W.A.AnthropologicalLinguistics:AnIntroduction[M].Beijing:ForeignLanguageTeachingandResearchPress,2001.[2].Kovecses,Z.Metaphor--APracticalIntroduction[M].NewYork:OxfordUniversityPress,2002.[3].Lakoff,G.andM.Johnson.MetaphorWeLiveBy[M].Chicago:TheUniversityofChicagoPress,1980.[4].Leech,G.Semantics[M].2nded.GreatBritain:TheChaucerPress,1981.[5].包惠南.文化語(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