An Experimental Study On Interactive Approach To Listening And Speaking In English In Senior High Schools

Listening and speaking ability is the important receptive and productive skill that learners must possess.It's the basic way for learners to comprehend language.However,in senior high schools,there are still some problems in listening and speaking in English,such as the uneven distribution of class hours,the single classroom form and teaching content,and the low frequency of teacher-student interaction.Since the middle of the 20 th century,some scholars began to improve the theories,methods and teaching strategies of listening and speaking teaching.From Palinscar's perspective,the students' interest in listening and speaking in English can be stimulated through various interactive activities between the teacher-student,student-student and human-computer,so as to enhance their learning motivation and confidence.In interactive approach,students dare to express their views in class and master the necessary English communication skills,so that the listening and speaking teaching can play its true value.This study is based on 110 students in two classes in a senior high school in ZJ.By teaching in two classes respectively for 4 months,the control class still follows the audio-lingual method,and the interactive approach is applied in the experimental class.The author will explore the influence of interactive approach to listening and speaking class on senior high school students' English listening and speaking achievements,listening and speaking attitude and participation through the questionnaires and listening and speaking tests.The experimental data is analyzed by Excel and SPSS19.0.The results of the experiment show that:(1)Interactive approach can improve learners' English listening and speaking achievements.Before the experiment,there is no difference between two groups in listening and speaking achievements.In the listening and speaking post-test,the listening and speaking average of experimental class is higher than that of the control class.According to the Paired Sample T-Test,there is a significant difference between two groups in listening and speaking achievements(Sig=0.016,0.021).(2)The interactive approach enhances the interest,motivation and self-confidence of senior high school students in listening and speaking to some extent.According to the prequestionnaire,there is no difference between two groups in listening and speaking attitude.After the experiment,the interest average of experimental class is 1.22 points higher than the control class,is 1.86 points higher than that before the experiment.In terms of listening and speaking motivation,the motivation average of experimental class is 1.05 points higher than the control class,is 2.04 points higher than that before the experiment.In terms of listening and speaking self-confidence,the self-confidence average of experimental class is 3.36 points higher than the control class,is 3.37 points higher than that before the experiment.Besides,after the experiment,the difference between two groups in listening and speaking interest is significant,motivation and self-confidence(Sig=0.012,0.044,0.002).(3)Interactive approach improves the participation of senior high school students in listening and speaking lesson.Before the experiment,there is no difference between two groups in participation.After the experiment,the participation average of the experimental class is 16.91,is 1.89 points higher than the control class,is 2.12 points higher than that before the experiment.The results of the Paired Sample T-Test prove that there is a significant difference between two groups in listening and speaking participation(Sig=0.013).The above findings also show that the interactive approach can improve the learners' listening and speaking abilities more than audio-lingual method.Therefore,in listening and speaking lesson,teachers should consider the actual needs of students firstly,and create an independent and open learning environment for them.Mobilizing their learning consciousness and cultivating their exploratory thinking through interactive activities.Teachers need to reset their roles in the classroom.They should become the active participants and effective evaluators in students' interaction activities and provide the beneficial conditions for the development of students' listening and speaking abilities.