The Application Of Interactive Language Teaching In Oral English Teaching

With rapid social and technological change, modern language teaching has changedfrom conventional approaches to multifarious versions of communicative methodology.Nevertheless, though an abundance of attractive and authentic language-teachingmaterials have come forth as a consequence of this trend, there has been an ever-growing anxiety that learners haven’t achieved as much progress as might haveexpected. In response to the methodological issues, applied linguistics intends to studywhat is interaction so that teaching methods might be designed to improve rather thanhinder the learning process. The Interactive Approach Teaching (IAT) in EFLClassroom synthesizes that combination of knowledge into a practical, principledapproach with teaching English as a second or foreign language. As to a meaningfulpart of the twentieth century, teacher education programs were anticipated to delivervarieties of methods-relatively congener sets of classroom practices that originated fromone particular theoretical perspective.The present thesis is mainly about the implication of the interactive approachteaching in EFL classroom in china with the purpose to improve English learning inChina.Beginning with an introduction, this thesis is willing to study the interactiveapproach teaching in EFL especially oral English teaching classroom used by Chineseteachers. The discoveries of this study can provide an experiential grounding for thecomprehension of the Speech Act Theory, especially considering about the culturebased students living in communities. To carry out the research into the generalsituation of English teaching in China, the author studies present methods of teaching toChinese students. The results of this research presents that students having practicalknowledge of English is essential for teaching.This study probes Interactive Language teaching and the principles that controlcommunicative behavior according to Speech Act theory. This capacitates us to viewverbal communication in the light of its principles: intrinsic motivation, automaticity,risk-taking, strategic investment, the language-culture connection, and communicativeability. The thesis then develops the usage of the interactive language teaching in EFLclassroom communication, especially the second language learners or foreign language learner communicative practice. Accordingly, both of teachers and students shall beencouraged to attach importance to the interactional application of language firstly.Therefore, teachers have to try their best to connect an effective foreign languageteaching curriculum and this application of language together, which can take advantageof the strong points of different approaches, such as the conventional contemporarycommunicative approaches and the grammar-translation, and can improve the learner’sgrasp of the linguistic factors, including grammars and vocabulary, at the same timecan enhance the development of their practical capability, namely, to apply the languagethey learned at school to realize social targets.This thesis consists of six chapters. Chapter one is the general introduction of theframework of the whole article. Chapter Two shows interactive language teaching, andthe author explains the terms used in this thesis, meanwhile, some relevant theories bysome linguists are also given in this chapter. Chapter Three introduces the principles ofinteractive language teaching. Chapter Four and Chapter Five are the most importantchapters, dealing with the usage of the interactive language teaching in EFL classroomwith a focus on the solutions of varieties of the situations. Chapter Six summarizes theentire dissertation, meanwhile gives some advice on future empirical study.