Application Of Interactive Teaching Approach To Oral English Teaching In Junior Middle Schools

For every English learner, the learning ultimate aim is to communicate with others with accuracy and fluency. And the acquisition of the ability will benefit him/her a lot in his/her lifetime.It is emphasized strongly in the New National Curriculum Criteria by the National Ministry of Education in 2001 that in English lessons attention should be paid to every student's emotion, inspiring their interests towards English learning and helping them build up their sense of achievement and confidence. The implementation of the lessons should be a student-centered process under the teachers'guidance, constructing knowledge, improving skills, activating thinking, developing intelligence and expanding views, in which students carry out the teaching goals positively effectively by means of apperceiving, experiencing, practicing, participating and collaborating with others. Interactive Teaching Approach is the right tool and methodology to achieve those goals effectively according to junior middle school student characteristics.Interactive Teaching Approach aims at fostering student autonomous awareness and innovation ability, takes the students as individual teaching centre, changes the teacher's dominant position with great absolute authorities, hence, it creates an equal non-threatening atmosphere in classroom teaching and produces resonance between teaching and learning. Therefore, due to its functions on fostering students'integrated abilities, the research on interactive teaching approach seems to be very important.According to the information shown in CNKI (China National Knowledge Infrastructure), most of related researches in China mainly emphasize particularly on the application of Interactive Teaching Approach in reading and listening areas for college students and senior students and few of them deal with the empirical research on its application to oral English teaching in junior middle school. Therefore, this thesis focuses on discussing how to apply Interactive Teaching Approach to oral English classroom teaching to improve students'oral ability in junior middle school. The research gets a series of sufficient data by means of questionnaire, oral test, interview and classroom experiment, which indicates that traditional teaching method for oral teaching is not helpful for fostering and developing student autonomous learning, expressing and communicating competence and innovation ability. To a certain extent, the application of Interactive Teaching Approach to oral English teaching in junior middle school has made effective changes and improvement.This thesis consists of six parts.Chapter One is introduction. In this chapter, the author analyses the current situation of oral English teaching in junior middle school in China, finding that the incompetence of many students to communicate effectively in spoken is related to the poor teaching methods in China to some extent and points out traditional teaching method hinders the development of student communicative competence. The application of Interactive Teaching Approach may achieve the positive targets on changing the situation and improving student oral ability effectively. Chapter Two is a review of literature. The author summarizes the concepts of interaction and Interactive Teaching Approach. Studying some theories on interactive teaching, the author has reviewed a lot of related studies on this subject. Chapter Three is about a series of experiments. In this part, the author makes an empirical research on the application of Interactive Teaching Approach in oral English teaching in a junior middle school in Shijiazhuang in Hebei Province and a detailed description of the experiment procedure and operating steps are given. An interactive teaching framework is proposed and a sample lesson is designed respectively. Chapter Four is a part of research results and analysis. By means of SPSS software, results from questionnaires, experiment data of oral tests from both Experimental Group and Controlled Group, feedback from interviews of Experimental Group have been collected and analyzed. From the sufficient experiment data analysis results, it is seen that interactive teaching approach is of feasibility in oral English teaching in junior middle school and its application can improve student oral ability greatly at a certain extent by contrasting with traditional teaching method. Chapter Five is about the implications and findings of this research. It is found that in the classroom teaching practice of application of Interactive Teaching Approach,Experimental Group students have achieved great progress. Interactive Teaching Approach increases students'interest of oral English learning, strengthens their participating awareness, promotes the communication as well as cooperation among students and enhances their confidence on self-exploration of knowledge. The research indicates that there is a need to explore a new way in English teaching and Interactive Teaching Approach focusing on student-centered classroom interaction is necessary and feasible in today's language teaching development process. Chapter Six is the conclusion part. The author summarizes the whole thesis. Teaching research and practice indicate that Interactive teaching approach fully embodies the teaching ideas of modern teaching theories which take students as teaching centre, which should present a trend of modern oral English teaching in junior middle school. Still, Interactive Teaching Approach is not perfect and its validity and feasibility need to be further testified.