classroom interaction and oral english teaching 課堂互動(dòng)和英語(yǔ)口語(yǔ)教學(xué)

1、課堂互動(dòng)和英語(yǔ)口語(yǔ)教學(xué)課堂互動(dòng)和英語(yǔ)口語(yǔ)教學(xué)ClassroomInteractionalEnglishTeaching[Abstract]AtpresentinourcountrytheEnglishteachingofmanyschoolslacksofinteractionthestudentshaveseldomopptunitiesofspeakingEnglishintheclassroom.Thispaperbeginsfr

2、omthemeaningoftheinteractionindicatingthattheinteractionistheprocessofcommunicatingtheideasfeelingsaffectingeachother.thenitproposesthetheeticalbasisoftheinteractionteachingmode.Underthehypothesisofintercourseastheceofth

3、eEnglishteachingtheiestheclassroomteachingshouldbeinteractive.Becauseoftheintercourseadoptingtheinteractionisalsourgent.Intheinteractiveclassroomteachingshouldfollowtheprinciples:theguidanceprincipletheencouragementprinc

4、ipletheequalityprincipletheinterestprinciple.Intheinteractionbetweentheteacherstudentstheteachershouldchangethetraditionalteachingstyleencouragingthestudentstoopentheirmouths.Intheinteractionamongthestudentstheteachersca

5、nsetupsometasksthestudentsfinishthetaskstogetherinthewayofdiscussionroleplayinginagroupetc.soastoproducesactiveinteractiveclassroomatmospherecreatestheenvironmentfstudentstospeakEnglish.[KeyWds]interactionalEnglishteachi

6、ngprinciplerelationshipclimate【摘要】從目前來(lái)看，我國(guó)許多學(xué)校的英語(yǔ)教學(xué)缺乏互動(dòng)性，學(xué)生很少有口語(yǔ)鍛煉的機(jī)會(huì)。本文從“互動(dòng)”的含義入手，指出互動(dòng)是兩個(gè)或更多的人交流思想感情并且相互產(chǎn)生影響的過(guò)程。接著闡述了互動(dòng)式教學(xué)模式的理論依據(jù)，在交際作為英語(yǔ)教學(xué)理論的核心這個(gè)前提下，課堂教學(xué)應(yīng)該是互動(dòng)式的，也正因?yàn)榻浑H，實(shí)施課堂互動(dòng)教學(xué)模式也就勢(shì)在必行。在互動(dòng)式的教學(xué)課堂里應(yīng)遵循以下這些原則：指導(dǎo)性原則；平等性原則；激

7、勵(lì)性原則；興趣性原則。在教師與學(xué)生的互動(dòng)中，教師應(yīng)該改變傳統(tǒng)的教學(xué)風(fēng)格，多激勵(lì)學(xué)生，鼓勵(lì)他們開口。而在學(xué)生間的互動(dòng)中，教師可以設(shè)定一些任務(wù)，通過(guò)小組討論，角色扮演等方式來(lái)共同完成目標(biāo)，從而營(yíng)造出積極互動(dòng)的課堂氣氛，為學(xué)生的口語(yǔ)交流創(chuàng)造條件?！娟P(guān)鍵詞】互動(dòng)；口語(yǔ)；教學(xué)；原則；關(guān)系；氣氛1.IntroductionIncurrentchinaEnglishhasattractedpeople’sgreatattention.Theclass

8、roomteachinghaspaidmeattentiontothecommunicativeabilitythantheknowledge.TheEnglishthatmoststudentslearntis“muteEnglish”.InourcountrymanyEnglishlearnersareonly“copingexamination”butnotseeitasatoolfcommunication.Mostofthei

9、rcommunicationabilityislowwhichistheactualtruth.Inthe“spoonfeed”classroommanystudentsonlylistentotheteacherbuthavenoopptunitiestoopentheirmouthsstudentsonlyfollowtheirteacherbuthavenointeraction.Theseproblemsmakethestude

10、ntslosetheirinterestenthusiasmoflearningEnglish.Hencetheclassroomlosestheactiveatmosphereatlastisnotbenefitlanguagetheyhavelearned.Sotheteachingshouldbeinteractive.Underthedirectionofinteractiveteachingmethodthetradition

11、alteachinginthecenterofteachersshouldturntothestudentsobeyingthewayoflearningpracticecultivatingthestudentsintercourseabilitythroughtheactivitiesofheuristiclanguageinputpractice.2.3Thenecessityofadoptingtheinteractiontea

12、chingmode[3]OnaccountofthespoonfeedEnglishteachinginChinatheteacheristheldinclassroom.Theteacher’sexplanationtakesthemosttimeoftheclassroom.Sotheteachercannotaffdthesufficientopptunitiestopracticefstudents.Thestudentsbec

13、omethenegativeacceptsintheteachingprocess.Becauseoflackingofpracticetheirabilityofusingthelanguageissobad.Thustheyfacekindsofdifficultiesinactualintercourse.CollegeEnglishTeachingSyllabus(reviseiginally)publishedbytheMin

14、istryofEducationrecentlyrequiresthestudentsshouldhavetheabilityof“communicatinginfmationinEnglish”butnotthetraditionalabilityof“gettingtheinfmationinEnglish”.Communicatinginfmationisakindofsocialintercourseactivity.Itinv

15、olvesbothsidesmanyfactsofsocialintercourses.Akeyfactislanguageintercourse.Thisexplainsthatthesocialintercourseabilityshouldbeenhanced.IfwantingtotrainthestudentsEnglishexchangeabilitywehavetoadoptefficientclassroomteachi

16、ngmethodadoptteacherstudentinteractioninstudentcenteredintercourseactivitiesenhancecollegeEnglishclassroomteaching.2.4InteractionalEnglishteachingshouldfollowtheprinciplesInEnglishclassroomteachingactivitiesareinteractiv

17、eactivitiesbetweentheteacherstudents.Boththeirtongueactionsaffecttheclassroomatmosphere.Sothetwosidesshouldfollowtheprinciples:2.4.1GuidanceprincipleTheteacher’guidanceprinciplemeansconductingthestudentstoholdkindsofacti

18、vitiescreatesmeopptunitiesfstudentstoapplytheknowledgeskills.“Asalanguageteacherourmainconcernisnottoinfmourstudentsaboutthelanguagebuttodeveloptheirabilitytousethelanguagefavarietyofcommunicativepurposes.”[4]Theteacheri

19、saconductmonitinaclassroom.hesupervisesstudents’communicationgiveshelpwhenneeded.Sotheteachershouldobservethestudents’processdirectionofstudyatanytimesothattheyleadtoacommonteachingtarget.2.4.2EqualityprincipleFirstthete

20、achershouldplacehimselfonthesamepositionofthesamelanguagelearningparticipateintheiractivitiesexperiencetheirfeelings.Ifintheteachingtheteacherwouldliketocanplacehimselfintheroleofthelearnertheywoulddeeperunderstlearners’

21、challengedifficultiescanstronglyfeelthestudents’needsothatteachthembetter.Secondtheteachershouldtreateachstudentequallybutnotpaymeattentiontodiscriminateagainstonestudent.Theyshouldrespectmutuallytrustmutuallycooperatemu