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The Application of the Interactive Teaching in College English Class
作者：HuSisi
来源：《成长·读写月刊》2015年第12期
【Abstract】According to the fact that the traditional English teaching lays more emphasis on vocabulary， grammar and literacy， which causes the students lacking the ability of using language. It is expected that with the implications put forward in this paper， the interactive teaching can be widely adopted in the college English class.
【Key words】English teaching；interactive teaching；classroom environment；group activities；questioning strategies
There is a general recognition of the fact that the essence of English teaching is not only to impart knowledge， but also to motivate the students to learn by themselves. In China， the traditional English teaching puts more emphasis on vocabulary， grammar and literacy， which
causes the students lacking the ability of using language. Under the background of “Consider students as teaching subjects”， one of the greatest tasks for the college English teachers is that they should apply cooperative teaching to the students in order to arouse and maintain their interest. Therefore， this paper put forward some suggestions for college English teaching to improve students’ learning efficiency and teachers’ teaching quality. 1. To Create a Good Classroom Environment
Classroom environment is put in the first place because it is the most basic and necessary element for the development of linguistic proficiency. That is to say， managing classroom environment well is the half beginning of the battle. Without a good classroom environment， everything about teaching and learning becomes meaningless. If students are not at ease and do not feel good about their language， there will be no communication. And it appears that students feel less nervous and have more confidence in practicing language forms in front of their classmates when they find
themselves in a bounded class. What’s more， such good classroom environment will benefit English teaching as well. That is， teachers can manage the class well when they find themselves teaching friendly classes where the students have formed bonds with one another and work well together. They will be more enthusiastic during the process and as a result may spend more time preparing interesting teaching materials and activities， all of which will be conducive to learning again. 2. To Implement Group Cooperative Teaching
Brady & Tsay claimed that students who fully participated in group activities， exhibited collaborative behaviors， provided constructive feedback and cooperated with their group had a
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higher likelihood of receiving higher test scores at the end of the semester （Brady & Tsay， 2010）. Compared with traditional classroom teaching， group cooperative teaching makes students have more opportunities to communicate and to share ideas with their group mates.
On the one hand， group work can reduce anxiety in classroom interaction. Thus， students are more willing to study in a group cooperative atmosphere because they can feel more reassured. And they have more chances to negotiate and organize their ideas and language to make sure that others understand what they are saying or trying to say. On the other hand， group work provides language learners with communicative language skills they are probable to use outside the classroom. That means， students can enhance social participation skills and strategies in group activities. For example， students may have more opportunities to learn how to structure their expressions logically and easily. Group activities also provide students with chance to learn skills， such as how to summarize， infer and disagree.
3. To Employ Students’ Questioning Strategies
Since questioning is an important and commonly used teaching skill to prompt interaction
between teachers and students， its effect and value are appreciated in the language classroom. But in reality， the role of questioning is almost dominated by the teacher， which is， to some extent， controversial to the nature of learning process. Employing questioning strategies in the classrooms means not just the teacher’s questioning， but also the students’. Therefore， it is suggested employing students’ questioning strategies in the language classroom.
Scholar J.T. Dillon analyzes the necessity of student questioning from the implication of student’ questioning to teaching. He says that “students’ questions make the perfect opening for teaching to enter as well as for learning to ensure”. That is to say， every time students put forward questions， the students’ brains for learning are turned on， which is also the perfect opening for teaching. Students’ questions play a vital role in teaching aims， and from that moment， the actions of students and teachers join in pursuit of the same objective —— learning. References
[1]Brady， M. & Tsay，2010.A case study of cooperative learning and communication pedagogy： Does working in teams make a difference？ [M].Journal of the Scholarship of Teaching and Learning，10（2），78-.
[2]Dillon，J.T.1988.Questioning and Teaching： A Manual of Practice.USA：Teachers College Press， P22.
[3]Z.J.Qin，J.Y.Li.2013.Second language reading strategy research for 30 years： review and prospect [J].Foreign Language Teaching，（4）：43-49.
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