The Application Of Interactive Teaching Approach To Oral English Teaching In Senior High Schools

In the past twenty years the field of language teaching and learning has witnessed a profusion of evaluation of syllabuses. Based on the development of psycholinguistic linguistics theories, the second language acquisition, learning theory and the instructional theory, the Interactive Teaching Approach emerged in the 1980s. "Learning by Doing" is the first principle of Interactive Teaching Approach. Unlike the traditional syllabuses whose focuses are on the language forms, Interactive Teaching Approach focuses on the process of learning and problem solving, and it is always organized around a variety of different kinds of interactive activities which are related to the real life, taking the learners' desire for accomplishing some specific tasks as the motivation of their further communicative learning. It is the approach recommended to be applied in senior high schools by China's Ministry of Education. The New National Criteria for English Course explicitly points out that to carry out the Interactive Teaching Approach is to develop the students' comprehensive ability of language use in the course of English teaching. The Interactive Teaching Approach advocates experiencing, practicing, participating, communicating and cooperating. The students obtain a sense of success by achieving a goal.Nowadays, in China, many books and articles have been written on the adoption of the Interactive Teaching Approach in reading or writing, yet few of them have a systematic study on the application of the Interactive TeachingApproach to oral English teaching. What this thesis focuses on is the application of Interactive Teaching Approach to oral English teaching in senior high schools. It provides a detailed study of the literature review of Interactive Teaching Approach. It makes an analysis of what is drawn from the experimental teaching, and designs a questionnaire to have feedback of the application of Interactive Teaching Approach to oral English teaching in senior high schools. Lots of works and the experiments on the Interactive Teaching Approach show that this kind of teaching approach is an advanced and efficient one which puts the students in the first place and which reflects the language value. It proves that the Interactive Teaching Approach is effective in enhancing the students' oral English competence. The author asserts that the Interactive Teaching Approach, whether in theory or in practice, will be continuing to exert a far-reaching influence on oral English teaching and learning in China.At the end of the thesis, the author makes some suggestions for the application of the Interactive Teaching Approach, which may not be perfect.