Teaching Strategies Of Oral Class Interaction

The objective of spoken English teaching is to cultivate learners' communicativecompetence so that learners will communicate appropriately and successfully acc6rding tothe target language's rules and customs. Since the open policy, exchange in politics,economy and culture between China and other countries has been strengthening. More andmore people have realized that the aim of foreign language learning is for communication.The Testing Committee of College English made spoken English test be carried out ineight universities in China in 1999. It was in the same year that the English team ofForeign Language Teaching Direction Committee began the spoken English Grade Testfor English Majors-Band 4. This act indicates that the testing and teaching of foreignlanguage in our country have risen to a new stage. It has a great influence on the foreignteaching language.Many language experts and teachers give more and more emphasis to the teaching ofspoken English. So the author of this paper manages to explore the effective way tosuccessful spoken English teaching from the perspective of methodology. From a macroaspect, it refers to applying CLT principles, Krashen's acquisition theory, input and outputtheory, and affective filter hypothesis to the teaching of spoken English. From a microaspect, it explores how to create a communicative and productive environment in oralclass interaction from the roles of the teacher and learners. Only through a variety ofcommunicative activities can learners be given sufficient opportunities to practice usingEnglish actively and improve their communicative competence.This dissertation consists of seven chapters.Chapter One gives a survey study on Grammar-Translation Method, Audiolingual62Teaching Strategies of Oral Class InteractionMethod and Communicative Language Teaching Approach, which have a great influenceon China's foreign language teaching.Chapter Two chiefly states the objective and the contents of oral class interaction,which cover not only the knowledge of language, but also the knowledge of language use(the learners' culture awareness and pragmatic competence).Chapter Three explores the nature and features of Communicative LanguageTeaching. CLT gives more emphasis on creating realistic language situations, on offeringlearners opportunities to use English. Therefore, to apply CLT in oral class interaction willcertainly help to foster learners' ability to use language.Chapter Four is mainly about that, to cultivate learners' communicative competence,first of all, there must be a communicative environment. Thus, it is the teacher's majorresponsibility to create a communicative setting in oral class interaction. The teacher hasto change his idea about teacher-centered method, so that he can act as a manager andfacilitator. Teacher talking has great effect on learners' output. To make good use ofteacher talking time, the teacher should focus on the quality rather than the quantity.Therefore, in oral class interaction, the teacher should focus on creating a realisticcommunicative environment and strengthening comprehensible input.Chapter Five demonstrates the importance of creating a pleasant productiveenvironment from the perspective of psycholinguistics so as to motivate learners toparticipate in oral class interaction. First, the teacher should try to give learners openquestions rather than closed questions. Second, the teacher should use learner-centeredmethod so that he can offer learners sufficient opportunities to use language in interaction.This is beneficial to learners' language production. Third, it is important for the teacher togive learners more positive feedback in interaction. The teacher's attitude to learners'errors and mistakes in communication influence learners' output g...