A Study On Improving College Students’ English Self-learning Ability By Multiple Interactive Teaching

In recent years, the educational circles pay more and more attention toself-learning and multiple interactive teaching. Independent learning not only helpsimprove students’ academic performance, but also is the basis for their lifelonglearning and whole-life development. Under the guidance of the interaction theory,multiple interactive teaching turn the basic idea of interactive language applicationsinto concrete practical classroom teaching, and it contributes to developing students’English applied ability and self-learning ability. Through literature analysis, I foundthat self-learning has the teaching philosophy in common with multiple interactiveteaching. That means, they both emphasize "student-centered" learning style and theteachers become organizers, helpers and facilitators. Therefore, I try to introducemultiple interactive teaching into college English classroom teaching, and hope tochange the non-English majors’ motivation to learn, inappropriate learning methodsand the poor situation of self-learning ability.I carried out this experiment in two classes I teach, with an obvious contrastbetween experimental class and control class. The Multiple interactive teachingmethod was used in the experimental class and conventional teaching method wasused in the other one. This teaching experiment lasted for a period of one academicyear. Through the experiment, I attempted to verify the following issues:(1) Underthe usage of multiple interactive teaching method in college English classroomteaching, interactive activities offering students opportunities of using the languageability whether improve their interest in learning and stimulate their intrinsicmotivation or not?(2) Students whether grasp certain learning strategies and improvelearning methods in the process of completing the task?(3) With common efforts inthese areas, multiple interactive teaching method whether promotes the cultivation ofstudents’ self-learning ability or not? Then I used the same questionnaire respectivelyon the aspects of students’ English learning for investigation, such as learning motivation, learning strategies, learning attitudes and learning methods before andafter the experiment. Moreover, I used English papers to make pre-test and post-test.After that, I analyzed and compared the collected data. Finally, the experimentalresults show that not only the students in experimental class have improved greatly inschool achievement, but also there are the more obvious differences in the Englishlearning motivation, learning strategies, learning attitudes and learning styles, etc.Thus, multiple interactive teaching can effectively stimulate students’ motivationto learn, change the students’ attitude and approach to learning, foster students’learning strategies, and promote students’ self-learning ability by improving theseaspects. Finally, under the proposed multi-interactive teaching I conclude and putforward some effective measures to improve students’ autonomous learning ability ofcollege English.