classroom interaction and oral english teaching 課堂互動和英語口語教學

1、課堂互動和英語口語教學課堂互動和英語口語教學ClassroomInteractionalEnglishTeaching[Abstract]AtpresentinourcountrytheEnglishteachingofmanyschoolslacksofinteractionthestudentshaveseldomopptunitiesofspeakingEnglishintheclassroom.Thispaperbeginsfr

2、omthemeaningoftheinteractionindicatingthattheinteractionistheprocessofcommunicatingtheideasfeelingsaffectingeachother.thenitproposesthetheeticalbasisoftheinteractionteachingmode.Underthehypothesisofintercourseastheceofth

3、eEnglishteachingtheiestheclassroomteachingshouldbeinteractive.Becauseoftheintercourseadoptingtheinteractionisalsourgent.Intheinteractiveclassroomteachingshouldfollowtheprinciples:theguidanceprincipletheencouragementprinc

4、ipletheequalityprincipletheinterestprinciple.Intheinteractionbetweentheteacherstudentstheteachershouldchangethetraditionalteachingstyleencouragingthestudentstoopentheirmouths.Intheinteractionamongthestudentstheteachersca

5、nsetupsometasksthestudentsfinishthetaskstogetherinthewayofdiscussionroleplayinginagroupetc.soastoproducesactiveinteractiveclassroomatmospherecreatestheenvironmentfstudentstospeakEnglish.[KeyWds]interactionalEnglishteachi

6、ngprinciplerelationshipclimate【摘要】從目前來看，我國許多學校的英語教學缺乏互動性，學生很少有口語鍛煉的機會。本文從“互動”的含義入手，指出互動是兩個或更多的人交流思想感情并且相互產(chǎn)生影響的過程。接著闡述了互動式教學模式的理論依據(jù)，在交際作為英語教學理論的核心這個前提下，課堂教學應(yīng)該是互動式的，也正因為交際，實施課堂互動教學模式也就勢在必行。在互動式的教學課堂里應(yīng)遵循以下這些原則：指導性原則；平等性原則；激

7、勵性原則；興趣性原則。在教師與學生的互動中，教師應(yīng)該改變傳統(tǒng)的教學風格，多激勵學生，鼓勵他們開口。而在學生間的互動中，教師可以設(shè)定一些任務(wù)，通過小組討論，角色扮演等方式來共同完成目標，從而營造出積極互動的課堂氣氛，為學生的口語交流創(chuàng)造條件。【關(guān)鍵詞】互動；口語；教學；原則；關(guān)系；氣氛1.IntroductionIncurrentchinaEnglishhasattractedpeople’sgreatattention.Theclass

8、roomteachinghaspaidmeattentiontothecommunicativeabilitythantheknowledge.TheEnglishthatmoststudentslearntis“muteEnglish”.InourcountrymanyEnglishlearnersareonly“copingexamination”butnotseeitasatoolfcommunication.Mostofthei

9、rcommunicationabilityislowwhichistheactualtruth.Inthe“spoonfeed”classroommanystudentsonlylistentotheteacherbuthavenoopptunitiestoopentheirmouthsstudentsonlyfollowtheirteacherbuthavenointeraction.Theseproblemsmakethestude

10、ntslosetheirinterestenthusiasmoflearningEnglish.Hencetheclassroomlosestheactiveatmosphereatlastisnotbenefitlanguagetheyhavelearned.Sotheteachingshouldbeinteractive.Underthedirectionofinteractiveteachingmethodthetradition

11、alteachinginthecenterofteachersshouldturntothestudentsobeyingthewayoflearningpracticecultivatingthestudentsintercourseabilitythroughtheactivitiesofheuristiclanguageinputpractice.2.3Thenecessityofadoptingtheinteractiontea

12、chingmode[3]OnaccountofthespoonfeedEnglishteachinginChinatheteacheristheldinclassroom.Theteacher’sexplanationtakesthemosttimeoftheclassroom.Sotheteachercannotaffdthesufficientopptunitiestopracticefstudents.Thestudentsbec

13、omethenegativeacceptsintheteachingprocess.Becauseoflackingofpracticetheirabilityofusingthelanguageissobad.Thustheyfacekindsofdifficultiesinactualintercourse.CollegeEnglishTeachingSyllabus(reviseiginally)publishedbytheMin

14、istryofEducationrecentlyrequiresthestudentsshouldhavetheabilityof“communicatinginfmationinEnglish”butnotthetraditionalabilityof“gettingtheinfmationinEnglish”.Communicatinginfmationisakindofsocialintercourseactivity.Itinv

15、olvesbothsidesmanyfactsofsocialintercourses.Akeyfactislanguageintercourse.Thisexplainsthatthesocialintercourseabilityshouldbeenhanced.IfwantingtotrainthestudentsEnglishexchangeabilitywehavetoadoptefficientclassroomteachi

16、ngmethodadoptteacherstudentinteractioninstudentcenteredintercourseactivitiesenhancecollegeEnglishclassroomteaching.2.4InteractionalEnglishteachingshouldfollowtheprinciplesInEnglishclassroomteachingactivitiesareinteractiv

17、eactivitiesbetweentheteacherstudents.Boththeirtongueactionsaffecttheclassroomatmosphere.Sothetwosidesshouldfollowtheprinciples:2.4.1GuidanceprincipleTheteacher’guidanceprinciplemeansconductingthestudentstoholdkindsofacti

18、vitiescreatesmeopptunitiesfstudentstoapplytheknowledgeskills.“Asalanguageteacherourmainconcernisnottoinfmourstudentsaboutthelanguagebuttodeveloptheirabilitytousethelanguagefavarietyofcommunicativepurposes.”[4]Theteacheri

19、saconductmonitinaclassroom.hesupervisesstudents’communicationgiveshelpwhenneeded.Sotheteachershouldobservethestudents’processdirectionofstudyatanytimesothattheyleadtoacommonteachingtarget.2.4.2EqualityprincipleFirstthete

20、achershouldplacehimselfonthesamepositionofthesamelanguagelearningparticipateintheiractivitiesexperiencetheirfeelings.Ifintheteachingtheteacherwouldliketocanplacehimselfintheroleofthelearnertheywoulddeeperunderstlearners’

21、challengedifficultiescanstronglyfeelthestudents’needsothatteachthembetter.Secondtheteachershouldtreateachstudentequallybutnotpaymeattentiontodiscriminateagainstonestudent.Theyshouldrespectmutuallytrustmutuallycooperatemu