A Study On Interactive Model In College Oral English Teaching

In order to adjust to the new situation of the development of higher education in China, further the educational reform, improve the teaching quality, and satisfy the ever-increasing requirements of the college students' English level, college English teachers have been researching and exploring more effective methods to improve learners' English competence. However, as a result of the single method of testing, the pressure of college entrance examination and the more emphasis laid on reading and writing by schools and teachers, students' oral English competence is quite disappointing and college oral English teaching faces a lot of pressures and difficulties.Based on the theory of constructivism, this thesis aims to introduce the interactive teaching model into college oral English class, improve the status of oral English teaching and turn the "teacher-centered" model into a "student-centered" one First, the thesis describes the concept and implementing steps of interactive oral English teaching model, that is what interaction is and how to implement the interaction in class. And next, it introduces contents and standards of the model. The whole teaching program is divided into six items (previewing before the class, lectures in the class, group discussions, thematic discussions, supplementary activities and semester attendance) and different scores are ascribed to different items. The teacher evaluates students' performances according to these six items. Finally, the thesis analyses the interactive model in three forms and makes experiment to test the results of the implementation of the model.The experiment is intended to find out whether the interactive teaching model can facilitate the improvement of college students' oral English learning. The study includes three interactive models:teacher-student interactive model, student-student interactive model and multimedia-aided interactive model. First, the teacher framed contents and standards of the teaching model (i.e. The six items mentioned above and 100 scores in total) and uses the items to evaluate students in oral English class. Then the teacher marked the students according to their performances, which were the results of this formative assessment. The subjects of this experiment were 56 English majors who entered Shandong TV University in 2008. In the first term, the teacher used the traditional teaching methods and then gave them an oral English test. In the second term, the teacher adopted the interactive teaching model and assigned another oral English test under the same condition. The results of the two tests were processed and analyzed with the same software SPSS and they showed significant statistic differences. Then a questionnaire was given to the experimental class. According to the analysis of the questionnaire, students all considered that the interactive teaching model could motivate their interests, improve the class efficiency and make them join in class initiatively. Testing, questionnaire and interview served as experimental instruments for this research. The experimental results show that the interactive oral English teaching model can stimulate students'motivation, strengthen their confidence and enhance their communicative abilities. At the same time, the model can stimulate students' learning autonomy and sense of cooperation.This thesis consists of six chapters. Chapter One serves as an introduction of the research background. Chapter Two talks about the status quo of college oral English teaching and the development of interactive teaching both at home and abroad. Chapter Three introduces the development and introduction of constructivist teaching theory and then introduces its relationship with interactive teaching model. Chapter Four elaborates the concept of the interactive model on the basis of constructivist theory. It has three teaching models:teacher-student interactive model, student-student interactive model, and multimedia-aided interactive model. Then it illustrates the application of interactive models, its contents and standards and its implementing procedures of the three interactive models with six evaluation standards. Chapter Five is devoted to an experimental study on the effect of interactive model to improve students' oral English competence. From the results of the two tests before and after the application of the model, which were analyzed by SPSS software and the data collected by the questionnaire, the research has proved that the interactive teaching model is effective in. strengthening students' confidence, cultivating their ability and improving their knowledge. In Chapter Six, the study has proved that the interactive oral English teaching model is effective on improving students' oral English by arousing their interests, stimulating their motivation, and cultivating their learning autonomy. Finally, some limitations and suggestions for future study are also pointed out.