A Study Of Interactive Oral English Teaching In Middle Schools

With the continuous progress of the new curriculum reform, theEnglish-speaking teaching in middle schools has raised widespread concern. Thecompilation of new English textbooks attaches great importance to the cultivation ofstudents’ comprehensive language proficiency, especially the English-speaking ability.However, at present, there still exist some problems in the English classroom teaching.Students can not get enough opportunities to train their English-speaking abilities. Inthe meanwhile, they lack effective interactions and communicative strategies training.Their participation in the classroom is not sufficient. As a result, the languagecompetences of students are quite poor and their language proficiency can not beimproved rapidly. In this way, students will be frustrated and take negative attitudestoward learning English, which will seriously impede the enhancement of the Englishteaching quality. In this context, new requirements have been made for theEnglish-speaking and interactive classroom learning in middle schools.What kind of teaching modes and methods should be adopted in theEnglish-speaking interactive classroom teaching in middle schools? This has longbewildered the author. The author has systematically read works related to thisresearch question and some theories of interactive learning at home and abroad.Enlightened by the previous achievements, the author analyzes the problems existingin the classroom teaching reform, makes explorations on how to make studentseffectively interact with each other in English in the classroom. This study aims toverify whether the English-speaking interactive classroom teaching can effectivelyencourage the participation of students in the classroom and highlight their dominantroles in the classroom and whether the language input and output can be balanced inthe classroom to enable students not only to gain abundant and optimized input, butalso to take various means and opportunities to use the language; It explores whetherthe students’ language presentation skills and communicative competences are trulyimproved and their motivations, attitudes and habits in the English learning are continuously perfected.This study takes the Theory of Motivation, the Cooperative Learning, theConstructivism and The Interaction Hypothesis in the field of second languageacquisition as the theoretical framework. In the meanwhile, the author adopts variousresearch methods such as literature review, classroom observation，interview，questionnaire and experiment to conduct this study. An empirical teaching experimentis designed and a comparison between the performance of experimental class and thecontrol class is made. On the basis of data from pre-test and post-test, this studyroughly examines the feasibility of the classroom interactive mode. Qualitative andquantitative analyses are made on the data. Influencing factors for the implementationof the experimental teaching mode are found.The result of the experiment delights the author. Students accept theEnglish-speaking interactive teaching mode; emotions, attitudes of students and theirhabits in the English learning are continuously perfected; their involvement in classactivities is significantly improved; abundant opportunities to use language are gainedby students in the classroom; their communicative competence in English is alsoimproved. In the meanwhile, the author accumulates some experience and newknowledge in the experiment, formulates some principles to be followed in the oralteaching in the middle school in the context of the new curriculum, summarizesseveral strategies in the implementation of the interactive classroom teaching of thespeaking ability, figures out the implications of this study for English-speakinginteractive teaching. Although this study has many limitations, it exerts some positiveimpacts on the author and the English teaching in the author’s school.