A Study On The Interactive Teaching Model In English Class In Secondary Vocational Schools

Nowadays, people voice their approval of the importance of learning English. English is acompulsory course in the secondary vocational schools. There will be great significance to studythe English model in secondary vocational schools.Different from the traditional teacher-centered teaching model, the interactive teachingmodel is a kind of student-centered teaching model which respects the subject status of studentsand regards the teacher as a guide and an organizer. Under the guidance of teachers, theinteractive teaching model, which has a great advantage on elevating students English skills, canhelp students to achieve the goal to improve the knowledge level and learning ability through theinteraction among students, teachers and the teaching tools. Scholars at home and abroad haveachieved fruitful results in the study of interactive teaching model but ignored the study in thefield of secondary vocational education. Secondary Vocational English Syllabus and studentsfuture career planning require teachers to pay more attention to developing students’communicative competence and English professional application ability in English teaching.Therefore, the writer planned to make a study of the interactive teaching model in English classin secondary vocational schools.The thesis firstly interprets some relevant basic concepts of the interactive teaching andEnglish interactive teaching model and reviews the domestic and foreign scholars relative studyand research about the model. Then the thesis introduces the theoretical foundation, including thetheories from Constructivism, Communicative Teaching Approach and Group Dynamics. Thesetheories emphasize the important role which the interactive activities play in the process of thedevelopment of human s knowledge and abilities. The thesis analyzes the great influences ofSecond Language Acquisition Theory on the English interactive teaching in detail, whichincludes the Input Hypothesis, Output Hypothesis and Interaction Hypothesis. These studies laya theoretical basis to the following empirical study.Under the directions of the theories mentioned above, the writer began to try carrying outthe interactive teaching experiment in a secondary vocational school with an aim to check thatthe interactive teaching model is effective for improving English teaching and students Englishskills to a great extent. In order to test the hypotheses, a specially arranged teaching experiment which lasted for10months was conducted. Questionnaires, language tests and interviews were used as instrumentsand two parallel classes taught by the writer from a secondary vocational school were chosen totake part in the experiment. One class is chosen as the experimental class with38students taughtunder the interactive teaching model, while the other one is the controlled class with37studentsdirected in the traditional teacher-centered way. To make sure whether a significant differenceappeared in English learning of the two classes, two English tests were held before and after theexperiment in the two classes respectively. Besides, a questionnaire was designed to revealstudents attitude to learning English and was completed by students before and after theexperiment. In addition, an interview was conducted to6students from the experimental classand8teachers to collect more information about English learning. At last, the data obtained wereanalyzed by SPSS19.0.The interview and questionnaire presented the findings that the interactive teaching modelhas more advantages in arousing students interest in English learning, enhancing the learningmotivation and self-confidence and improving their cooperative ability. After10monthsteaching experiment, the experimental class has changed significantly in comparison no matterwith controlled class or with itself past. The experimental class s average score of the second testwas much higher than the one of controlled class and it also increased a lot compared with theone of the first test, with P<0.05, which means there was a significant change happening in theexperimental class. Therefore, we could say that the interactive teaching model is more effectivethan the traditional one in enhancing the teaching effect and improving students score.The study proves the viability and effectiveness of the interactive teaching model to acertain extent. Although there are some restrictions in the experiment in terms of time, conditions,methods and the author s theoretical level, the study has practical value to the English teachingand learning in secondary vocational schools.