Interactive Language Teaching And Learning Strategies In Senior High School EFL Classroom

English teaching is one of the most important tasks in China's education. For quite a long time, traditional English teaching has put teachers in a dominant status. Teachers ignore students'individuality and the diversity of learning strategies, not improving students'language learning capabilities. Students are just passive receivers in EFL class. They have little interest in English and are lacking in language learning strategies that will influence their English learning result and efficiency. That does harm to students'development in the future. Nowadays, the teaching style that learners play main roles in EFL class draws more and more attention. How to center on students and how to teach English effectively according to students'individual differences have become the center issue in English teaching. Interactive language teaching pattern is just the completely new teaching pattern which centers on students.Based on the problems described above, this thesis argues that English improvement is indispensable to proper language learning strategies, and developing students'learning strategies must be through"interaction"in the teaching and learning of the target language. As to the differences between senior high school students'learning strategies, in English teaching, teachers should be conscious to help students to build up their own learning strategy and have the ability to gradually adapt their learning strategies. As the media, teachers should learn and respect students'learning strategies and they should also try to adapt and diversify their teaching strategies to match the diverse learning strategies of the different learners with different achievements from different stages.This thesis includes six parts. Part One introduces developing students'language learning strategies through interactive language teaching and its significance. Part Two and Part Three discuss the theory of interactive language teaching and the theory of language learning strategies respectively. Part Four introduces the questionnaires on teachers'teaching strategies, students'learning strategies and the effects of the integration of interactive language teaching and learning strategies and the analysis of the results. Part Five discusses why and how to use interactive language teaching to develop students'language learning strategies. Part Six is the conclusion.