Experimental Research Of Interaction Approach In College English Teaching

College English teaching is an interactive language activity. Researches have indicated that classroom interaction plays an important role in improving students'English proficiency and its impact upon the evaluation of teaching effectiveness has been fully recognized. With the wide implementation of the communicative approach, English teachers in China have begun to realize the importance of classroom interaction in recent years. In order to improve students'English communicative proficiency, the teachers are turning their previous"telling"teaching model to a collaborative learning approach which can provide students with more classroom participation opportunities. The interactive English teaching approach aims to stimulate students'interest in learning English, to foster students'confidence, to help students form good learning habits, to acquire effective learning strategies, to develop the students'initiative-learning competence and cooperative spirit and to enhance the students'comprehensive ability of using English.A lot of foreign researchers, from different angles, have made some theoretic researches about the importance and significance of implementing interaction. But in the practice of our college English teaching, lacking of interaction is a common thing. Thus, this thesis is going to have an investigation in this field under the framework of Interaction Hypothesis.In this thesis, the researcher investigates college English classroom interaction with a questionnaire (17 questions) and has an interview with five English teachers to get some information about the current college English classroom interaction from different perspectives and the possible reasons leading to this situation, and try to find the solution to the problem. The researcher makes an experimental study for two classes from Changchun University for a semester, it has proved that it's not only necessary, but also practical to apply interaction to college English classroom.This thesis consists of five chapters.Chapter One gives an introduction of the status quo of college English teaching in China, including background of the research, significance of the research and layout of the thesis.Chapter Two illustrates the definition of interaction, Input Hypothesis, Output Hypothesis, Vygotsky's Theory and Interaction Hypothesis, and talks about the principles of interactive teaching approach.Chapter Three is an experimental study. Through the findings of the questionnaire given by the students and the interview given by the teachers, as a result, we find there is unilateral and stereotyped tendency in college English classroom teaching. And the researcher makes a study about two classes of non-English majors from Changchun University, who entered the university in 2007. One class is the controlled class; the other is the experimental class. In the controlled class, the teacher adopts the traditional teaching method. While in the experimental class, the teacher conducts the interaction teaching methods. The experiment lasts one semester. Before and after the experiment, the researcher gives an English test to the controlled class and the experimental class respectively. And then the data are collected and analyzed. The result after the experiment shows that there is a great difference in English ability between the two classes, though they almost stand on the same starting line before the experiment. The students from the experimental class, they have made a great progress in English ability. Although students from the controlled class have made some progress in English, the improvement is not conspicuous. It has proved that interaction could contribute to college English classroom teaching.In Chapter Four, based on the Interaction Hypothesis and interaction principles mentioned in Chapter Two, the researcher illustrates some implications suitable to college English classroom interaction pattern. For example, creating a relaxed learning atmosphere, encouraging more classroom interaction, improving questioning strategies and changing the teachers'roles, etc.Chapter Five is conclusions. The researcher first summarizes the thesis, and then points out limitations of the research as well as necessities for further research.