| Reading has been an essential learning skills of English learning,which is an important link between the learners’ language input and output.A number of studies have found that a lot of non-English major students are not interested in English class,who want to learn English well but get the opposite of the intended effect.The situation has made the students easy to abandon English so that their reading scores are not very ideal.The reason for this situation is the traditional classroom teaching suppresses the students’ motivation.According to literature on the English interactive teaching mode,the author found that teachers,students,teaching materials,teaching environment and learning resources can be closely linked in the multiple interactive teaching.This multiple interactive teaching has a positive impact on students’ academic performance.Therefore,the author tries to introduce multiple interactive teaching mode in college English classroom,in order to change students’ learning attitude and reading ability.The authors selected 90 students as subjects,who entered into Minnan University of Science and Technology in 2014 and majored in Communication Engineering,It took a semester to use the multiple interactive teaching mode in experimental class,while in the control class adopted the traditional teaching mode.It is to test out the following problems:whether this mode has made a significant difference to the students’ reading achievement;what kind of effect the pretest scores have on the post-test;is there a correlation between teachers,students,teaching materials,teaching environment and learning resources?The research includes the pretest,post-test and questionnaire.Then put the data of the questionnaire into SPSS 20.0 to do independent samples T test,the analysis of covariance and Pearson correlation.The independent sample test whose two tailed Sig.is 0.000 shows that the traditional teaching and interactive teaching has a significant effect on student achievement.The multiple interactive teaching mode can improve the non-English major students’ reading achievement."A pretest scores",whose Sig.is 0.000 in the table of betweensubjects effects,indicates that the pretest result can predict the measured result;"the teachingmethod",whose Sig.is 0.000,shows that the teaching method influence the students’ achievement;"Teaching method 1" whose Sig.is 0.000 in the table of parameter estimate proves that two kinds of teaching modes have remarkable differences.The data in Pearson correlation coefficient suggests that teachers,students,teaching materials,teaching environment and learning resources are related and that the pretest scores can predict students’ measured scores.All this enlighten us: teachers should develop themselves by changing of teaching ideas,teaching methods,extending the teaching content and increasing the teaching experience to improve the quality of teaching;students should convert themselves from passive into active type and adjust their learning methods by carrying out mutual discussion,learning,and practice through multiple interactive learning mode;teaching environment should be improved to stimulate students’ interest in learning a language and to cultivate students’ logical thinking and creative thinking;and learning resources of students should be enriched. |
