An Experimental Study On The Application Of Interactive Approach In Public English Teaching Of Reading At Higher Vocational College

With the rapid development of China’s economy, the ever changing society hasproposed increasingly higher demand for high-skilled technical personnel. The highervocational-technical education (abbreviated as HVTE), which trains high-skilledtechnicians, also attracts more and more attention from all walks of life. However,HVTE can not satisfy the community’s requirements for vocational personnel.Therefore, vocational colleges should change their own educational concept andreform the traditional mode of education to improve teaching quality, enhance theemployability of students, and highlight the characteristics of vocational education,and eventually cultivate higher vocational-technical talents with high-qualities. So asan important part of HVTE, public English teaching must also be actively andreasonably reformed and innovated in teaching mode, so that it could play its due rolein the construction of vocational talents training system.However, the current model of HVTE public English teaching has a series ofdrawbacks and could not meet the basic requirements for higher vocational-technicaltalents training. Therefore, the public English teachers must change the traditionalknowledge oriented teaching model into the applied capability and high-qualityoriented model.The purpose of this thesis is to prove that the Application of InteractiveApproach in Public English Teaching is effective in English reading classes in HigherVocational Colleges. It is proposed that Interactive Approach in Public EnglishTeaching could enhance the students’ reading interest and ability, improve theteaching atmosphere, and change the students’ learning style from passive reception toself-access. In order to confirm the point, the author carried out an experiment in twoclasses. The experiment lasting for fifteen weeks was done in the experimental class,while a traditional Grammar-Translation Method was employed in the control class.At the end of the experiment, a questionnaire was distributed and assessed togetherwith the results of a final examination. The analysis of the data showed that: The students of the experimental class were more active and gained more interest inEnglish study; The teaching atmosphere was more lively in the experimental class,and that the students took part in the class activities voluntarily; The English testscores of the students in the experimental class were significantly improved comparedwith the control class. The results of a final examination demonstrated that thestudents in each score range over sixty points in the experimental class are more thanthose in the control class. Furthermore, the average final examination results in theexperimental class were9.4points higher than those in the control class. Comparedwith the results from the entrance examination, the average score of the control classwere0.8points higher than that in the experimental class.However, the research still leaves many unsolved problems concerning theapplication of Task-based Language Teaching to Higher Vocational English readingteaching. For example, how to effectively carry out TBLT in the English reading classof a big class is such a problem. It is proposed that more research and exploration willbe required to solve these additional problems in the future.