| English is an important tool for communication, so for each English learner, the ultimate goal is to communicate with others. In our daily life, English communication is here and there. However, only few students can speak English fluently if they meet foreigners, that is a problem. Especially when China entered to WTO, English plays the most important role in our country, so how to make dumb English be communicating English, this is a real problem.The study aims to investigate the effects of interactive theory for oral English teaching. The research questions in this study are: 1) What are the students’ attitudes towards interactive activities on oral English learning? 2) What are the effects of interactive theory on junior middle school oral English teaching ?The object of study in this thesis are eighty students who are from xx Middle School in Kai Feng, they are from two classes,one is the controlled class the other is the experimental class and they are both in grade eight. Besides, the author used questionnaire, pre-test, post-test and interview to complete this thesis. After collecting the data, the author used percentage to analysis the questionnaire and used the SPSS 19.0 software to complete the pre-test and post-test. From the data analysis, the author found that students in the experimental group increased their interests in speaking English and they have improve their pronunciation, intonation, free expression ability. Therefore, after the long period experiment, the author concluded that the interactive theory has made great effect on middle school students’ oral English.This thesis consists of five chapters:Chapter one is introduction. In this chapter, the author analyses the background of the study, purpose and significance of the study. Chapte two is the literature review.The author sums up the definition of interaction, principles and forms of interaction, the author also reviewed some related theory on this subject. Chapter three is a series of experiments. The experiment happened from September to December. It is a long time for the author to finish the experiment. Pre-test is occurred in the first week of the experiment and post-test is designed in the last week of the experiment. Both tests mainly tested students’ pronunciation, intonation, fluency, interaction and free expression. Besides, the questionnaire and interview are designed to know students’ interest and attitudes towards interactive activities. Chapter four is a part of research results and analysis of data. The author used SPSS 19.0 software to analyze the results from questionnaires, oral tests and interview from both experimental group and controlled group. Chapter five is the conclusion part. It mainly discusses the major findings and implications of this research. It can see that students from experimental group with interactive teaching approach have achieved great progress. Still, the interactive theory in junior middle school oral English is not perfect and its validity practicability needs to be further tested. |
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