An Action Research On The Multi-dimensional Interaction Mode In College English Teaching

The dissertation is a theoretical reflection and development of the reform in College English Teaching(CET)conducted in Zhejiang Gongshang University(ZJGSU)since 2004 with the author as a co-leader, based on several educational theories such as Cooperative Learning, Behaviourism, Constructivism, Communicative Approach, Eclecticism and the ideas of Process Reengineering in contemporary management as well. On the basis of the principles of the teaching-mode construction, the dissertation establishes a moderate-scaled teaching mode of College English—The Multi-dimensional Interaction Mode in College English Teaching (MIM-CET), which is proved to be effective in promoting students'integrated English skills, especially the listening and speaking abilities, by making various teaching components interact well.To illustrate the significance of this research, the dissertation firstly makes a thorough analysis of the current situation of the nation-wide reform in CET as a whole and the special exploration in this field by ZJGSU. Then, the paper gives an overall review about Action Research, concluding that as a practical researching method, the study of it and its application in English teaching are still at an initial stage in China. Following the basic procedure of action research, the paper states the process of the present study, in which several active measures are manipulated for effects. Questionnaires, interviews and classroom observations are employed in the course of reflection and evaluation. After a three-round action research, a contrastive approach is adopted for a survey among graduates in ZJGSU, which was divided into 2 groups, one consisting of participants who had their under-graduate study in ZJGSU, the other not. Using scientific statistics, the paper comes to the following conclusions:1. Under MIM-CET, students'listening and speaking abilities are significantly promoted(P<0.001);2. Under MIM-CET, students'reading and writing abilities are obviously enhanced; and3. Under MIM-CET, students'ability of autonomy in English learning is greatly strengthened (P<0.001). In the process of the action research, two new theories are put forward and applied. Firstly, to continuously inspire students to learn with high motivation, Hierarchy Theory of Aims in English Study (HTAES), which holds that the targets of students'English study can be divided into four hierarchies, is proposed and applied. Secondly, Grid Theory of College English Teaching, which puts all the presently existing modes of CET into an unified grid figure, is advanced and applied by continuously enhancing MIM-CET close to the highest 9-9 status with interactive measures taken, although there is still large room for MIM-CET to be improved in the future. Besides, with the purpose of solving problems in the teaching course, eight long-term interactive measures are taken with effects, among which five are of original significance.The accomplishment of this dissertation can be expected to cast some new lights on CET research in the future. For example, by aiming to bring changes and improvements in practice based on the collection of theories, information and data,which in turn provides the impetus for changes, the research is significant in developing reflective practice, affecting positive changes in what happens in the classroom and at school, resulting in improving students'competence. Besides, as a teamwork project, the present study is designed for collaborative investigation with many colleague practitioners involved, which may benefit the teacher-researchers in terms of educational practices in general, and the acquisition of knowledge about the curriculum, teaching and learning, in particular, thus accelerating their professional development.