A Study Of The Current Situations Of The Classroom Interaction In College English Teaching In Autonomous Minority Region

Developed for several decades in the west, the interactive approach of languageteaching becomes fruitful theoretically as well as practically, but in our country, theimplementation of this approach is still at the starting point and confronts manychallenges, the effect of EFL education is not apparently improved because of it. Thepursuit of individual and social development calls for elastically putting interactiveapproach into practice. So, in order to find out the actual situation of classroominteraction in college English teaching in autonomous minority region, the authorraises three questions:1)What are the present situations of the EFL classroom interaction in autonomousminority region?2)What are the probable causes of the existing problems?3)What are the possible solutions to the existing problems of the EFL classroominteraction autonomous minority region？Based on an interactive approach to language pedagogy by Brown (2001)，the authordesigns a questionnaire on College English classroom interaction for students and aninterview for teachers, then singles out randomly150students of Grade2012and10College English teachers from Guizhou Minzu University to take questionnaire andinterview separately. Later, excel is used to cope with the statistical result of149effective questionnaires and the logical method of categorization and generalizationused to handle illustration result. With the calculation and analysis of the result, it isfound out:Bearing strong consciousness of interaction, students as well as teachers activelyparticipate in instruction, emphasize sharply the importance of meaning constructionand the full application of resources and suitable learning methods, and hold higherexpectations for this new approach.However, the interactive instruction doesn’t come to a deeper extent and thepractical effect is far less ideal, mainly revealing in (1) the poor efficiency of theprocess,(2) the difficulty in pushing or finishing the tasks,(3) insufficient strategicinvestment,(4) frequent use of mother tongue,(5) heave burden of passivepsychological feelings,(6) overdue dependence on the outside rewards of stimuli.In addition, there also exist some problems on the part of the teacher:(1) the poordirection of classroom interaction,(2) slow transformation of roles,(3) insufficient construction of atmosphere,(4) little research and shallow understanding of how tocarry out effective interaction,(5) little innovation or change of teaching methodsbecause of being confined to many other factors.There are many reasons for the problems. The reasons perceived by the studentsmainly include poor English proficiency, passive psychology/emotion, unreasonablearrangement of the curriculum, unsatisfactory interactive context and others. Thereasons perceived by the teachers are mainly the unsuitable curriculum arrangement, orthe limitation of the teacher’s theoretical and professional knowledge, or lower studentproficiency, etc. Accordingly, the author brings about an improved model.The improved model:On one hand, the teacher should reform the instruction from the following8aspects:(1) reasonable arrangement of the instructional content in classes,(2)enhancing cooperative learning among students,(3) enlarging strategic investment,(4)controlling the difficulty of classroom interaction,(5) keeping authentic context inclass,(6) providing information about English culture as much as possible,(7)improving the management of students’ performance in classroom interaction,(8)improving the teacher’s own theoretical and professional knowledge.On the other hand，students should improve interactive learning from thefollowing6aspects:(1) the construction of basic language knowledge,(2) intrinsicmotivation enhancement,(3) training of four basic language skills,(4) development ofself-control and self-management in English studies,(5) development of cooperativelearning abilities,(6) good psychological state and positive emotions in learning.This research is hoped to have some benefits to the college English classroominteraction in autonomous minority area despite some limitations in the thesis becauseof the author’s own reasons.