A Study On Interactive Oral English Teaching In English Class In Junior Middle Schools

With the continuous progress of the new curriculum reform, theEnglish-speaking teaching in middle schools has raised widespread concern. Thecompilation of new English textbooks attaches great importance to the cultivation ofstudents’ comprehensive language proficiency, especially the English-speaking ability.But through the author’ observation, many teachers do not adopt the interactiveEnglish teaching in their classroom, apart from some foreign language schools, manystudents can not communicate with the others freely. And the ability of listening isbeing improved because of the stress from the examination. But the ability ofspeaking bothers the educators all the time. And in author’s opinion, the interactivelanguage teaching approach which is based on the activities can help students withtheir ability of speaking. Though teachers in most schools are actively taking part inthe interactive teaching, the result is not pleasant. For example, their positivity is nothigh, and only very few students can keep pace with the teacher and others just do notknow what their teacher wants them to do. On the contrary, some interactive activitiesare overused. The students are just to use some interactive activities for the activitiesthemselves, but they do not really master the knowledge of English and their overallability of English is not improved. So the author here does this survey on the basis ofthe cognitive principle of interactive language teaching and aims at exploring how toimprove the overall learning level of English of the students through improving thespeaking ability.The research questions are:(1) Whether the interactive oral English teaching in the classroom canimprove the positivity of learning English or not.(2) Whether the interactive oral English teaching in the classroom canimprove the complex grades of English or not.(3) Whether the interactive oral English teaching in the classroom canimprove the students’ oral English or not.This study takes the Theory of Constructivism, Humanism, Multiple-intelligencetheories and Cone Learning Theory as the theoretical framework. In the meanwhile,the author adopts various research methods such as literature review, classroomobservation，interview，questionnaire and experiment to conduct this study. Anempirical teaching experiment is designed and a comparison between the performance of experimental class and the control class is made. On the basis of data from pre-testand post-test, this study roughly examines the feasibility of the classroom interactivemode. Qualitative and quantitative analyses are made on the data. Influencing factorsfor the implementation of the experimental teaching mode are found.The author analyzes the data collected from the experiment in details. The resultsof the English tests implied that the post-test score of the experimental class wassuperior to that of the control class and the difference is significant. Moreover, theresults of interview and class observation indicate the effects of interactive oralEnglish teaching approach, which cultivates students’ interest in English study andtheir mutual interaction as well as their cooperation quality. More students in theexperimental class are interested in multiple interactions between teacher and studentsand between students and students, and perform more actively in completing the oraltasks assigned by the teacher. Therefore, based on the analysis of the results ofexperiment, questionnaire, interview and class observation, interactive teachingapproach turns out to be acceptable and effective, which provides reference for thefuture teaching of English in junior high schools.