A Study On The Application Of Interactive Teaching Model To Oral English Teaching In Higher Vocational School

Among English skills,the skill of oral English is very important,but for higher vocational student,there are many troubles in improving their oral English skill.With the broad use of communicative teaching method,teachers are gradually aware of the significance of classroom interaction in oral English teaching.They agree that students' speaking is the major part in oral English teaching,and during the process of communication and talks between teachers and students,the participants should create all kinds of models and environment and provide students with more chances to train their abilities of oral communication skills so as to enhance the effect of oral English teaching.There are many classroom interaction theories and empirical researches in oral English teaching at home and abroad,but there are fewer researches on classroom interaction models,which needs further study.The study mainly focuse on the effectiveness of the interactive teaching model in the speaking classroom by analyzing and comparing the four types of classroom interaction models.During the four-month experiment,the author use different interactive teaching models in the four experimental classes.At the same time,the author record the pronunciation and intonation,grammar and vocabulary,language use,interactive communication in different models to compare students? oral communication ability and cooperative learning and other dimensions.The researcher adopt test,interview and observition to discover the influence of the classroom interaction on the speakers' speaking ability.The study aims to answer the following three questions:1)What impacts does the classroom interaction have on studens' English abilities,classroom interaction awareness and communicative abilities?2)What impacts does the classroom interaction have on the students' ronunciation and intonation,grammar,vocabulary,and language use,interactive communication?3)What impacts does the different models of classroom interaction have on studens`cooperative learning?The study last for seventeen weeks in four months.The one hundred and twenty participants are all from the Linfen College in Shanxi province.This is a higher vocational school in the city of Linfen.They are all freshmen in Grade One.The four classes are almost equal in speaking ability and each class has thirty students.The speaking practice time have no difference for the four classes except the controls of activities and topics.The four classes are all experimental classes.At the end of the semester,the researcher test the students' speaking proficiency and interview the students.Then the author analyze the data with SPSS19.0.After analyzing the data with SPSS19.0,the researcher draws the following conclusions as the answers to the research questions:1)At the end of the semester,studens' oral English abilities,classroom interaction awareness and communicative abilities improve effectively,especially in the EC1,EC2 and EC3,but the EC4 almost has no improvement2)At the end of the semester,there are differences in the following speaking dimensions:pronunciation and intonation,grammar,vocabulary,and language use,interactive communication in different classes.The EC1 has higher scores in all these dimensions.The EC2 has higher grammar and vocabulary scores,and the students` communicative abilities are also higher.The EC3 has higher pronunciation and intonation scores,and the students`communicative abilities are the highest among the four models.The EC4 has the lowest scores among the four classes.3)At the end of the semester,students in the experimental classes perform actively in the cooperative learning,especially in the EC2 and EC3.This study tests the feasibility of using the interactive teaching model and proves that the teaching model will help students improve their oral English proficiency and cooperative learning.