Interactive Classroom Teaching Model Of College English Studies

Previous research findings expose that interaction plays a crucial role in LI and L2acquisition. The teaching model of Classroom Interaction arose in 1970s, and ever since then the western researchers have conducted a great deal of studies on it and have gained great success. Now it is a very popular model in the foreign language teaching and learning in western countries. The researchers in our country have just began to attach importance to it recently. However, in China the theories of the model have not been fully reviewed . And what's more, the research into its application to English classroom teaching for non-English majors is neither comprehensive nor systematic, hi this thesis, I elaborate the principles, characteristics, methods, significance of the model and its theoretical basis, and I also give a brief account of the state of its research and development at home and abroad, and expound the great significance of its application to English classroom teaching for non-English majors.hi order to find out the application of the model and the situation of English classroom teaching for non-English majors, I have made some investigations among 60 teachers and 260 students in three colleges and universities in Changchun in the form of questionnaire and informal discussion. The analyses of the results display the major findings as follows:1. Both the teachers and the students consider classroom interaction a two-way process. However, there are few moves towards it so far.2. The pattern of the teacher to the whole class is the most commonly used one, which entails problems such as the lack of communication and motivation.3. Small group work can improve both the quantity and quality of student talk, thus solve th4e problems which characterize the current model.Based on the existing theories, questionnaire investigation and the two-year practical research of the model, I present the model of classroominteraction in the teaching for non-English majors in China.And the model aims to help the teachers create conditions for successful L2 learning so that students can learn English both as an end and as a means.