An Experimental Study On The Effect Of Group-interactive Teaching Method On The English Proficiency Of College Students

Nowadays,English has been widely used as lingua-franca among people from different countries.With the accelerated process of internationalization,more and more companies require the job applicants have the ability to communicate fluently in English.However,the College English education in our country can not meet the demand of society,as the English proficiency development of college students is unbalanced,after being taught in a teacher-centered way in their college:they are good at reading,writing and grammar,but weak at listening and speaking.These college students shows the features of ‘dumb and deaf' English.Under this circumstance,this research employs the method of literature analysis,questionnaire and statistical analysis,in order to provide a practicable teaching method for College English education in our country.After in-depth analysis of the language acquisition theory,Interactive Teaching Method and Scaffolding Teaching Method,the author came up with a teaching method called Group-interactive Teaching Method for Chinese college students and then introduced it from three aspects:the objectives of teaching method,the process of group activities and the process of teaching.After that,the author conducted an experiment,in which two different groups of college students are taught in different ways,to analyze the impact of Group-interactive Teaching Method on students from five aspects:the form of classroom interaction,student's motivation,student's learning autonomy,language skills and English test results.From the qualitative analysis and quantitative analysis of the experiment's results,the study provides data to support the Group-interactive Teaching Method,and also a practical choice for college English teachers.It also helps college English teachers to transfer their teaching method from the traditional teacher-centered way to the student-centered teaching way,which focus on the training of English language skills and combines the training of self-study skills with teaching practice.The result shows student's motivation has been improved,because the teacher used questions to stimulate group discussion during the group-interactive teaching practice.Secondly,student's learning autonomy has been promoted when students work in groups to answer the teacher's questions.Thirdly,in the group-interactive teaching class,students' ability to use language skills has been improved,because the teaching materials are used to practice their language skills other than been translated and analyzed by their teacher.Meanwhile,student's English scores have increased significantly,because the students have been involved in the learning process through group activities.