| The interactive teaching approach has been investigated since last two decades at home and abroad. At home, researchers are focused on the cause and effect relationship between interaction and language acquisition. And the research findings cover all the aspects of the second language acquisition. But there are still some problems unsolved, the interactive teaching approach is not widely used in high schools throughout China, the traditional teaching approaches are still occupying a leading position, in which the students’autonomous learning can’t be stimulated, and the language they learned are not applied in the real world. In order to verify the effect of interactive teaching approach in high school oral English teaching, the author made an experiment to testify the relationship between interaction and students’oral English production.The oral English proficiency of high school students in Shenzhen is concerned more than before by teachers and students, but there is still a gap between the students’ present speaking proficiency to the request of the English curriculum standard. In order to fill the gap, teachers tried a variety of teaching approaches into the class. The following research is an investigation of interactive teaching approach which was newly applied to English class of high school students.An experiment is made to the92grade ten students in Baoan First Foreign Language School in Shenzhen for three months by testing, interviewing and questionnaire answering with the controlled class and experimental class. The thesis mainly answered two research questions:Is the interactive teaching approach an effective teaching approach in high school oral English teaching? What aspects of the students’oral English proficiency are improved through the classroom interaction? The theoretical foundations are the psycholinguistic theories and sociolinguistic theories. The psycholinguistic theories supported by Krashen’s input, output and Long’s interaction hypothesis, which support the language input and interaction with the target language in order to get the comprehensive language output. And the sociolinguistic theories supported by Vygotsky from sociolinguistic perspective that language is both the vehicle and object for the instruction. The major findings will guide the language teaching in high school, and improve the theoretical research of interactive teaching approach.The results of the experiment proved that the interactive teaching method is an effective way to enhance the students’oral English competence, particularly in the aspects of speaking fluency, accuracy and complexity. But the limitations existed with the small sample size. The future study should be concerned more with the sample size, the differences of students’ speaking proficiency before the experiment and the performance of different proficient learners in oral English interaction during the experiment. |
