Application Research On The Oral English Teaching In High School Guided By Interaction Hypothesis

According to the English Language Curriculum Standards for General Schools(2017 edition,revised in 2020),learning English is crucial to improving students’ cultural quality and guiding them to tell the Chinese story well.According to the interaction hypothesis,the emergence of communication barriers and the negotiation of overcoming them can facilitate the acquisition of English in oral communication between people.It attempts to describe a general external environment suitable for second language learning.Relating the theory of the interaction hypothesis to the high school English classroom in the current form of educational reform and experimenting with teaching English as a foreign language in high schools.Based on the above,the writer designed some research questions are as follows.How can the design of oral English language teaching in secondary schools be improved according to the interaction hypothesis? How can the hypothesis of interactive oral English teaching in secondary schools be supported? In this study,two second-grade classes of 134 students with close oral English levels in a standard secondary school in Hunan Province were selected for the research and the experiment was conducted over a 12-week period.In the experimental classroom,the interactive adaptation method was used in the experimental teaching process,while in this classroom,different teaching models were used in the experimental teaching process.Firstly,these students need to complete a questionnaire,data was collected and SPSS 25.0 was used to analyse the factors influencing oral English learning and students’ preferences for oral learning.Second,the students’ oral English learning results before and after the experiment were collected and analysed using SPSS 25.0.As a result of the analysis and discussion,the following research findings were obtained.Classroom elements and students’ learning preferences can be identified as factors influencing classroom interaction in high school students’ oral English learning.Students’ willingness to express themselves,shyness,classroom atmosphere and teacher language and behaviour influence students’ communication.Furthermore,students endorse a range of tools to adapt their interactions,including strategic,skilled and multipurpose tools.The results of the experiment show that the dialogue adaptation method is effective.The use of strategic tools can cover topics effectively,the use of skilled tools can help students initiate conversations,and the emphasis on multi-purpose tools can encourage students to actively correct language errors.As confirmed by interviews with students after the pre-test and post-test,it was found that teaching methods guided by the theory of interactive hypotheses can improve students’ oral English,promote their communicative competence and facilitate their expression of confidence.Therefore,teachers should pay attention to the adjustment of classroom elements,and build oral English classes which meet students’ learning preferences.