Interactive Teaching Model, Based On Input-output Theory College English

With the development of science and economy in China, more and more attention has been paid to the field of language pedagogy. Under the traditional teaching model, students'English levels are low, especially in the aspect of their oral and aural English, which leads to "the dumb English". Traditional teaching is done only through instruction and consequent "cramming", which is a one—way communicative model. Through this teaching model students receive information passively, which means they are always given input, and have almost no opportunities for output. This unbalance between input and output causes that students can pass the exam but can not communicate in English. Therefore, the reform of English Teaching should take place throughout China. The aim of English Teaching is directed to communicative competence. As for non-English major students in China, they learn English mainly in the classroom where they should do more practice in foreign language. Using the interactive model of College English classroom teaching, students can acquire plenty of input, and at the same time, they can also get lots of chances to give output through interactive activities. It can greatly and effectively improve the teaching quality and help students be more active in learning EnglishBased on the researches of Krashen's Input Hypothesis, Swain's Output Hypothesis and Long's Interaction Hypothesis, the paper analyzes the relationship between language input and output, and their relations to interaction. Interaction is the best way to keep the balance between input and output. This paper advances an interactive model of College English teaching on the basis of all above. This model can be divided into three phases:language input, which aims to develop students'receptive skills; interactive output, which aims to improve students'communicative skills; evaluation, which aims to check both the receptive and communicative skills.To investigate the relative effect of this interactive model in reinforcing the language input and strengthening the practice of language production, the author conducted a research to test the feasibility. In this research, we hope to solve the problems as followed:students'attitudes towards language input and output; students' attitudes towards interactive teaching; Whether students can get a great amount of optimized comprehensive language input though this interactive model of College English teaching; Whether students obtain more chances to product language; Whether students'communicative skills get improved?Hopefully, inspiring results came out after the research, and students finally realized the importance of language input and the balance between input and output. With the interactive model, language input was optimized in order to be better comprehended, chances of output were created, and meanwhile, communicative competence of students was improved. Though there must be some limitations in this research, I do hope that language teachers will really benefit from the theory and practice of interactive language teaching.