On The Interaction In The Middle School's Listening-Speaking Class

As is known to us all, class teaching is the major approach to the realization of education. The efficiency of class teaching and the effect of the teaching are closely related to the quality of the class performance both by the teacher and the students. However, as for our teaching practice, it is dissatisfying, which, mostly, results from the traditional teaching pattern, that is, only the teacher himself talks to the students while all of them sit silently, doing nothing but listening. In such a teacher-centered class, the students are often absent-minded without any interaction with the teacher or their peers. Therefore, it is urging for us to improve the efficiency and the effect of class teaching.Although the scholars home and abroad have done many researches on different types of interaction at class in recent years, which can partly give some direction to the teaching of every subject, they just touch this field shallowly, not showing us how to improve it. This research herein aims to find out the teaching pattern effective in the improvement of the efficiency and effect of class teaching by interaction. On the basis of a great number of data from experimental teaching, questionnaire, and examination achievement analyses, we try to draw a conclusion that the class teaching through interaction is effective. The teaching experiment, carried out among one class of the students in NO.2 middle school, lasts 15 weeks. In the experimental class, different interaction types are frequently used, while the other class, we still teach in the traditional way. Comparing the results of the achievement tests, we find that the experimental class has done much better in listening and speaking abilities. Besides, the strategies to improve the interaction at class are put forward in the paper, by illustrating a specific teaching case.This paper consists of six chapters. The first chapter briefly introduces the background of the research herein, its value and the content of this paper. The second chapter makes the definitions of interaction clear and classifies their types. Besides, some relative theories home and broad are reviewed in this chapter. In the third chapter, the methods of doing the research are introduced in detail, including the aims, the hypothesis, the tools and the process. The forth chapter gives the details of the interactive teaching experiment according to the requirements of the course and the listening and speaking test of Guangdong in 2010. In the fifth chapter, based on the analyses of the experiment, the effects, significance and shortcomings of the research are briefly described. The last chapter points out that it is an important method and an evitable trend to apply interaction to class teaching. Interaction at class will promote the cooperative learning and improve the efficiency and affect of the class teaching. Therefore, all the educational researchers and English teachers shall take an active part in practicing this mode.