On Application Of Interaction Hypothesis Into Listening Class Of HTVE

China’s higher technical and vocational education has been developed rapidly inthe past decade. Therefore the teaching of English in technical and vocational collegeshas attracted more and more attention of teachers, educators, and other scholars. Themost apparent characteristic of English learning in such colleges is the focus onpractical language skills, especially English listening. Nevertheless, just like thestudents of other schools, those graduating from technical and vocational colleges stillfind it quite difficult to understand English native speakers.In the second half of last century, Long put forward his famous “InteractionHypothesis”, which is considered a supplement of Krashen’s “Input Hypothesis”. Theinteraction hypothesis not only emphasizes the importance of comprehensible input,but illustrates that output can contribute to language learning. Interaction must involvelanguage input and output of at least two parties by adopting certain activities in aswell as outside the classroom. Therefore, the input hypothesis, interaction hypothesisand output hypothesis are all introduced in this thesis.On the basis of above hypothesis, this thesis presents its own hypothesis. In orderto test the impact of interaction on listening class of HTVE, the teacher used a lot ofinteractive activities in listening class. One questionnaire was designed and used twiceat the beginning and end of this study. Pretest and posttest were held in theexperimental and controlled class in Jiaxing Technical and Vocational College.Frequent observations were made in the listening class.In the conclusion part, the discoveries, limitations, and revelations to listeningclass of this study have been displayed and discussed.