Exploration Of The Application Of Classroom Dialogue Teaching In College English Reading: Based On Interaction And Alignment

In foreign language teaching, dialogue teaching is a meaningful interactive activity, and it is not just a cognitive activity of recognizing, memory and using of the language forms. Actually,"monologue" teaching is still in dominance, and the main form is to recite or paraphrase the ideas and language of others instead of expressing their own views, which strengthens and expands the gap between teachers and students. In classroom dialogue teaching, the teacher guides students to explore and interpret the text by using the real topic, to enhance the understanding of the text and the deep meaning. The content of the dialogue between teachers and students has a significant response to each other. In addition, the sources of knowledge is not only from teachers and textbooks, the historical background and empirical understanding of each student can be also seen as the background knowledge to interpret the text. In the process, students are endowed with the role of "author","meaning creator" and so on, who reply to the teachers and respond to other students.Reading comprehension plays an important role in English teaching and learning, and it is the embodiment of the comprehensive ability in English. The classroom dialogue teaching, through the dialogue between teachers and students, and the text, producing the effect of alignment, is to achieve the co-construction of meaning and deep understanding of the knowledge, and finally, to promote the improvement of reading competence. This dissertation, according to the features and principles of dialogue teaching, explores the application of classroom dialogue teaching in college English reading by the teaching experiment, aims to prove that it is more effective in college English reading in improvement of reading competence than the traditional teaching.The seventy-five students of non-English majors in Chinese Department of Southwest University took part in the research. One class was selected as the experimental class randomly with the dialogue teaching approach of college English reading. The other class was considered as the control class, with the classroom traditional teaching approach in college English reading. Except the teaching approach, the other conditions of the two classes were the same, such as the same teacher, teaching materials, and the class time, etc.Data were collected from the two tests of English reading, pre-test and post-test, and interview after teaching experiment. All the tests were scored with the same standards. Comparing the scores of the two classes, the statistic analysis of independent-samples t test were employed.The results of the research showed that the dialogue teaching in college English reading was significantly more effective than the traditional teaching approach of college English reading, especially in getting the main idea and detailed information and vocabulary understanding, etc. According to the results of interview, it is found that dialogue teaching in college English reading has stimulated the students’interests of English learning, and made more harmonious relationship between teachers and students. The equal, friendly, harmonious relationship between teachers and students contributes to the communication between them, and makes students learn in a relaxed atmosphere and be more active in class.The major findings of the present research have important pedagogical implications for college English reading teaching. It suggested that the teachers should understand the spirit of dialogue teaching, and carried it in implementation and the actual teaching so as to improve the effectiveness of college English reading teaching, improve students’English reading.