On The Effect Of Classroom Interactive Activity Teaching On Foreign Language Acquisition Of Students In Technical Schools

The traditional language teaching is teacher-centered and textbook-centered. Being the authority of classroom, the teacher dominates the whole teaching procedures, while the learners seldom initiate the teaching activities. As a result, the lower teaching efficiency results in learners' poor language competence. They can only deal with the exams well, but on the real communicative occasions, they find themselves unable to express their ideas properly. To change such a situation, we have to break the traditional teaching model. The English teaching in technical schools has to be reformed.Now the teachers begin to try on some practically desirable classroom teaching methods. Most of these attempts are centered on the stratified classroom teaching which can suit the great differences among the technical school students.This thesis lays emphasis on exploring the intrinsic affiliation between classroom interactive activities and student's foreign language acquisition. Through analyzing and contrasting the differences and similarities between the traditional teaching methods and the interactive model and the basic features of this model, the paper continues to investigate how to improve learners' communicative competence through this teaching approach. It is believed that information gaps should be highlighted in classroom teaching with the purpose to facilitate learners' English language acquisition.This thesis falls into six chapters. Chapter One introduces the teaching situation of current technical school English teaching. Chapter Two reviews the theoretical foundation of the empirical experiment of this thesis, and summarizes the previous researches and drawbacks. In Chapter Three it mainly explores the interactive classroom teaching mode. In Chapter Four, based on the former researches the writer conducts an experiment among the first graders in Jingmen Technical School, attempting to closely relate the theory with classroom teaching to reveal the effect on the learner's language acquisition by classroom activity teaching. Chapter Five discusses and analyses the findings gained from the experiment. Chapter Six draws a conclusion and puts forward the significance of classroom activity teaching guided by the theory, as well as some suggestions on solving the problems. The experiment embodies the superiority of interactive activity teaching on learner's language acquisition.Finally, the writer proposes English teachers should try to organize classroom teaching in accordance with the designing principles and endeavor to set the information gap to activate the learner's enthusiasm and to cultivate the learner's linguistic competence and communicative competence on different occasions.