A Study Of Classroom Interaction And Oral English Teaching At Senior High School

Classroom interaction is the main form for students to exchange feeling, opinions and ideaswith teachers. It also includes the interaction among the students. With the help of classroominteraction, the learners can communicate with others fluently. Hence, an efficient classroominteraction is of great importance to the success of classroom teaching, especially for oralEnglish teaching. The New National Curriculum Criteria emphasizes that it is important for us toinspire students’ interests and help them improve their sense of achievement and confidence.However, the current situation is not satisfactory, especially for oral English teaching. In thetradition classroom, many students lack of opportunities to speak loudly or only speak after theirteacher without interaction between them. These difficulties which the students face in classroominteraction make them lose their interest and enthusiasm of learning English. As a result, theclassroom lacks of active atmosphere and, at least, is not benefit for improving the students’ oralEnglish.There are many factors which have impact on the situation such as teachers, students, andenvironment. Many teachers still stick to the traditional teaching method, such as the method oftext-centered and teacher-centered. The oral English classroom teaching is low in efficiency andstudents can’t develop their oral skills fully. We should make great efforts to change this currentsituation. It becomes very urgent to English teachers at present. In effective classroominteraction, students can carry out the oral task positively and effectively by the means of groupwork, game and so on. Therefore, the classroom interaction is the good way to improve oralEnglish teaching. This research on classroom interaction for oral English teaching seems to bevery important.The author aims to solve the current problems existing in the classroom interaction. Theresearch is based on the theory of Widdowson’s communicative approach, Long’s interactiontheory, Swain’s output theory and Brown’s classroom interaction theory improving classroomoral teaching efficiency.A lot of data are collected from experiments. In the experiment, we use three kinds of tools,such as questionnaire, oral test, and interview. The data show the fact that traditional teachingmethod for oral teaching is not helpful for fostering and developing student autonomous learning,expressing and communicating competence and innovation ability. To a certain extent, theapplication of Interactive Teaching Approach to oral English teaching in senior high schools hasmade effective changes and improvement. The author conducted an investigation on106students and7English teachers from oneschool through questionnaire test and interview to find out some common problems existing inoral English teaching. The experiment lasted two terms. After the experiment, the authorcollected and analyzed the data by adopting results of pre-test and post-test made SPSS software.The data showed a big difference in Experiment class, while made no difference in the controlledclass. In addition, the investigation indicated that students’ English learning situation andattitudes had changed much more than that before the experiment. The results are as follows:First, traditional teaching ideas, academic level and classroom teaching style; Second, Englishfoundation, motivation for learning English and personalities; Third, non-English teachingenvironment, big-class teaching.From the results of the experiment, conclusions can be drawn. Classroom interaction is verybeneficial to oral language learning. It can promote students’ oral language skills and developstudents’ non-linguistic competence; it can improve the current language environment andoptimize the greatly current classroom interaction, which in turn will encourage students to learnoral English actively and effectively.This thesis is made up of five parts.Chapter One is the part of introduction. In this chapter, the author make a research on thecurrent situation of oral English teaching in senior high schools in China, finding that manystudents to communicate ineffectively. The phoneme is related to the teaching methods which isout of date in China. To some extent, the traditional teaching method hinders the development ofstudent communicative competence. The application of classroom interaction may change thesituation and improve student oral ability effectively.Chapter Two focus on a review of literature. The author reviews the studies on classroominteraction abroad and at home. The author also introduce the current situation of oral Englishmeanwhile analysis the importance of applying the classroom interaction in the oral Englishteaching.Chapter Three presents a series of experiments. In this part, the author makes an a researchon the application of classroom interaction in oral English teaching in a Senior High School inQi He in Dezhou and a detailed description of the experiment procedure and operating steps aregiven. Before the experiment, the author put forward some tentative measures from the angles ofEnglish teachers, students, English learning environment and evaluation system. In order to testwhether the measures are practical and valid in improving and promoting senior Englishclassroom interaction for oral English, the author designed the framework of test. The last part ofChapter Three involves research results and analysis. By using SPSS software, the author collected and analyzed the results of experiment. Comparing experiment data from ExperimentalGroup and data from Controlled Group, we can find out great differences between them. Fromthe sufficient experiment data analysis results, it is seen that classroom interaction is offeasibility in oral English teaching in senior high school. So we can improve students’ oral abilitymore greatly in the way to apply classroom interaction than use traditional teaching method.Chapter Four involves the major findings and discussion of this research. It is found thatexperimental Group students have made great progress. Effective classroom interaction increasesstudents’ interest of oral English learning, inspires their enthusiasm, strengthens thecommunication as well as cooperation among students and enhances their confidence onself-exploration of knowledge.Chapter Five draws the conclusion. The research indicates that there is a need to explore anew way in oral English teaching. The student-centered classroom interaction is necessary andfeasible in today’s language teaching development process. The author summarizes the wholethesis. Teaching research and practice indicate that effective classroom interaction fullyembodies the teaching ideas of modern teaching theories which take students as teaching center,which should present a trend of modern oral English teaching in senior high school. Still,classroom interaction for oral English in senior high is not perfect. So we need to do furthertestify on its validity and feasibility.