Study On Classroom Interactions And Monitoring In Teaching Senior English For China

English language teaching (ELT) in senior middle schools aims mainly at improving students' communicative competence. In the course of ELT, natural language is first transformed into language knowledge and then into linguistic competence. ELF usually starts with knowledge and is intended for competence, which requires a lot of skill practice. By practice students internalize language knowledge, break away from the restraints of rules and finally use the target language freely and skillfully. We choose to study classroom interactions in teaching Senior English For China (SEFC) in order to find out how important a role interpersonal communication plays in language knowledge instruction and linguistic competence acquisition and how teacher-student and student-student interactions enhance to improve students' communicative competence. Therefore this thesis is intended not to present systematic instructional theories but to apply theories involved to solve problems exiting in teaching practice. So the key of the present study lies on practice, or to be more exact, on strategy. English curriculum has already been reformed for the purpose of developing students' competence, and corresponding textbooks put into use. Now emphasis should be laid on exploring concrete strategies, approaches and procedures of carrying out the intention of the curriculum. The on-going study on classroom interactions and monitoring, based on concerned theories, the levels of classroom interactions and the psychological characteristics of the senior middle school students, analyses the situations existing in teaching SEFC and the causesof "consuming more time while achieving less success", discusses the forms of classroom organization and practical ways of classroom interactions by means of case study, dissects the common trouble studens have in English learning, and then presents conceptions of designing classroom interactions in reference to the teaching conditions and the styles of the teachers.The monitoring skill is considered to be the key of English language teachers' abilities. The objective factors and the psychological states of both the teachers and the students should be considered in monitoring classroom interactions and special evaluation system should be set up. Generally speaking, verbal and non-verbal monitoring, programmed and random monitoring, individual-targeted, group-targeted and class-targeted monitoring are practical monitoring strategies. Mixed and crossed monitoring would lead to better results.The design and monitoring of classroom interactions are interrelated with English language teachers' qualities, of which teachers' pychological qualities, ability of mastering the target language and creativity are regarded as the factors of primary importance.