An Interactive Approach To English Classroom Teaching And Learning

With the education reforming and new curriculum standard carried out, the traditional teaching methods can't go along with the new situation. New curriculums standard calls for students' initiative learning. It calls for fostering the ability of searching for and dealing with information, of analyzing and solving problems and of communicating and co-operating. It calls for teaching students to master how to learn. The research wants to reestablishes a new kind of classroom teaching method — An Interactive Approach to English Classroom Teaching and Learning in a large class situation, guided by the theories of behaviorism psychology and linguistic, based on theories of interactive teaching and learning approach . It also absorbs the successful Teaching experience of Communicative Language Teaching method and the Oral Approach and Situational Language Teaching. The approach strengthens that teaching and learning process is the interactive activity which opens between the teacher and students, and also among the students. The interactive approach aims to arouse students interest in learning English to foster students confidence to help students form good learning habits, to acquire effective learning strategies to develop the students initiative-learning competence co-operative spirit and enhance the students comprehensive ability of using English .In order to prove the hypothesis, the research made two classes (Class 9 and Class 10) in Grade 1 of a senior high school as subjects to conduct the experiment. Class 9 was taught in the traditional way as the controlled group. Class 10 was taught in interactive approach as experimental group. Then, 36 weeks later the difference in marks of the two classes appears the marks of Class 10 is much higher than those of Class 9. To elicit the cause a questionnaire on English learning attitude and feeling was done to the subjects. The result is that the students in Class 10 are more skilled in learning strategies, more active and talkative in Class 10 than those in Class 9. All these divergences were caused by the teaching methods and strategies in class.