On The Interation-oriented Classroom English Teaching

'Interaction' is mutual or reciprocal influence. As what interaction emphasizes is in accordance with the nature of language learning, the notion of 'interaction' has been influencing the English as a second language teaching in China these days as profoundly as in other social aspects. Then many English teachers review the communicative approach and begin to doubt and challenge its practical use. So it is of great importance to demonstrate how the interaction-oriented classroom English teaching works especially in a different way from the communicative approach. In my opinion, if operated in the way this thesis demonstrates, the interaction-oriented classroom English teaching is more practical and effective than the communicative approach. This thesis consists of five chapters:Chapter One adopts Ellis, Hatch and Long's views to define 'interaction' and assumes that interaction promotes English learning and acquisition. With this prerequisite, the author of this thesis proposes the interaction-oriented English teaching superior to the communicative approach in the four respects. Chapter Two reviews the contributions of socio-linguistics, behaviorism, cognitive psychology, humanism, social interactionism, social constructivism and Gestalt psychology to the interaction-oriented English teaching with their respective tendencies. Chapter Three handles the relevant variables as the classroom management, the teaching tasks and the two-way interpersonal relationship that affect the interaction-oriented classroom English teaching practice. Chapter Four demonstrates the accuracy-directed and fluency-directed models to guide the English teaching practice. Chapter Five sums up the implications of the interaction-oriented classroom English teaching: the interaction-oriented classroom English teaching is a notion; an ideal; a technique; a means; an objective; a system. It can overcome the shortcomings of the communicative approach in the English teaching practice.