Interactions in English Class Teaching

1、英語課堂教學(xué)中的互動(dòng)interactions in english class teachingcontentsabstract.1key words.1i. introduction2ii. background.22.1 the main features of a communicative english class2iii. the meanings of conducting interactions in class teaching.33.1 the problems of teaching that exist in china for years33.2 the appea

2、rance of student-center teaching model.43.3 the meanings of class interaction in teaching5iv. the factors that affect class interaction.6 4.1 the teachers influence on a class64.2 the improvement of organizing a class.64.3 planning of teaching materials.64.4 methodology for interactive teaching and

3、learning.7 4.5 the influence of the students on the interactive class teaching.8 4.6 the method to better the interactive activities in class teaching.9 4.7 research on the students participation in class activities.10v. effective interaction strategies.115.1 what is class interaction?.115.2 how to

4、activate and cultivate the class interaction.115.3 the advantages of taking part in class activity.125.4 the most workable classroom interactive activities.135.5 the factors that teachers should pay attention to.14vi. conclusion.15references.15interactions in english class teachinginteractions in en

5、glish class teaching摘 要： 交流式英語教學(xué)其中一個(gè)主要特征是活動(dòng),由教師組織和學(xué)生進(jìn)行表演,它包括不同主題和不同的職能。班級(jí)互動(dòng)的使用受到越來越多的注意，不過,這些班級(jí)活動(dòng)之間的連接似乎被忽視了。這篇論文是為了探索班級(jí)活動(dòng)的組織，以研究其是否能有效地引導(dǎo)教學(xué)，就是如何充分利用教師與學(xué)生之間的互動(dòng)，以達(dá)到較好的課堂效果。而這個(gè)關(guān)鍵是在課堂上有利于溝通英語課堂教學(xué)效果的互動(dòng)氣氛。 這篇文章旨在探討課堂互動(dòng)在中學(xué)課堂教學(xué)的某些方面的意義和作用。本文將分為四個(gè)部分，第一部分研究互動(dòng)英語教學(xué)的意義；第二部分主要談的因素的影響；第三部分是關(guān)于一些有效的互動(dòng)模式，而在第四部分將會(huì)有一個(gè)

6、簡單的結(jié)論。關(guān)鍵詞：班級(jí)教學(xué)； 互動(dòng)； 英語； 交流； 中學(xué)abstract: one of the main features of a communicative english class is activity, organized by the teacher and conducted by the students performing involving certain functions and different topics. the use of activities has gained much attention. however, the links betwe

7、en activities seem to have been ignored. this paper is an attempt to explore the organization of the activities which lead to an effective class teaching. that means how to make full use of interactions between teacher and students in order to achieve an excellent class. the key is that interactions

8、 in class contribute to the atmosphere and effectiveness of communicative english classroom teaching.the paper intends to explore interactions in communicative classroom teaching in middle schools. there will be four parts in this paper. part one examines the meanings of interactions in english clas

9、s teaching. part two mainly talks about the factors that influence the interactions in class, and part three is about some effective interaction models. in part four, there will be a brief conclusion.keywords: class teaching； interaction； english； communicative； middle schooli. introductioni have be

10、en interested in class teaching for a long time. during the teaching practice, i obtained a deeper impression about class teaching, especially interactions which proved to be effective adopted in class teaching. so i determined to write about this topic. the intention of this paper is about practica

11、l language teaching in english class. and from a more practical point of view, it is a matter of interaction in the daily english teaching. for years a number of writers and experts have noted that, we follow the teacher-centre model. but it turns out to be not so satisfying. and even many of them t

12、ry to search for an appropriate relationship between teachers and students in class teaching which shows out to be a difficult matter. nowadays, with the rapid development of education, we gradually switch our attention to the students, and great changes have taken place in the area of our teaching

13、model. as more and more attention is focused on the students, it is proved that students-center teaching model will be better for our knowledge learning. and also, the actual teaching result show out that it will be an extreme just to emphasize whichever side. so cooperation between teaching and stu

14、dying comes into being. to the practical class teaching, as some experts have maintained that teachers do not think of methodology when planning their lessons, they would rather think of activities adopted in class, because methodological labels tell us little about what really happens in class. so

15、i write this paper for the hope that it will of some help to our teaching.ii. the background 2.1 the main features of a communicative english class according to littlewood, richard and rogers who have made overall and thorough analyses of the communicative approach, it is understood that language is

16、 a system for the expression of meanings which involve interaction and communication. the goal of language learning is communicative competence, reflecting both functional skills and linguistic abilities. thus communicative teaching has particular characteristics, some of which are described as the

17、following points.it aims to reach the language target which needed to express and understand different kinds of functions, such as requesting, describing, complaining, exchanging and other functions.it emphasizes the process of communication through which learners learn the language and develop thei

18、r competence by appropriately using the language, performing classroom tasks and interacting with other people.it is learner-center. learners are not passive recipients. instead, they actively participate in classroom learning process, performing tasks and taking the responsibility for their own lea

19、rning. with the above points as basic principles, we can state that each specific class is composed of series of activities which have the following features.the activities are sequenced to focus on one topic or task, for example, greeting and introducing people, talking about likes and dislikes.eac

20、h activity has different roles. they can be language input, language awareness, controlled practice and extended use of the language.four skills are involved, such as listening, speaking, reading and writing, all of which are embodied in classroom activities.learners are the participants of each act

21、ivity which engages learner in the processes of interacting, sharing and negotiating.the teacher is the organizer of each activity and facilitator of the learning process.for learners, english is not only the language they learn and practice, but also the language they use for real communication.for

22、 the teacher, english is not limited to be only a classroom language, it can be real, versatile and communicative.iii. the meanings of conducting interactions in class teaching.3.1 the problems of teaching that exist in china for years for thousands of years, in china, we have steadily followed the

23、teacher-centre teaching model, which is also professionally called “spoon-feed”. during certain period of time and to some extent, this kind of teaching model proved to be effective in class teaching, because it aims at acquiring knowledge as much as possible. in this kind of classroom, especially a

24、n english class, the teacher plays the dominant role. he is the lecturer who is interested in presenting language items, the organizer of teaching and learning activities, and the assessor of learners performance. students are usually bench-bound listeners. they just watch the teacher explaining lan

25、guage points and giving samples, take notes, and do follow-up exercises. apart from being asked to read aloud parts of the text or sentences they made or translated they are virtually mute. though attempts have been made to promote learners involvement and participant in the language classroom, clas

26、sroom situations, at present, are far from being learner-centre. for most teachers still feel comfortable and secure with textbook-oriented teaching. they stress the passing of what they have prepared on to their students. besides “spoon-feed” teaching model, there are also other old models. to the

27、old teaching model, the teacher just located on the primitive phase, no powerpoint, no update teaching methods such as computer, and even sometimes no radio. under such kind of teaching model, the class is mainly filled up the explaination and lecture given by the teacher. the students are not inter

28、ested in the class at all. and another model which mainly focuses on tests, is so-called test-centre. to this teaching model, the teacher just stresses the grammar or the sentences, but seldom pays attention to the students listening, speaking, reading and writing ability. following this kind of tea

29、ching model, the students can do very well at the examinations, but once asked to communicate in english or write an english composition, they act negatively. and some other teachers who have been teaching for years are boring to improve their teaching methods, teaching organizations as well. they s

30、ometimes did not understand the teaching material thoroughly and just emphasized the knowledge they have possessed for years. they seldom positively deal with the texts. under such kind of teaching model, students are also boring about the class and they can not learn anything inside the classroom a

31、nd also outside. no sooner, from psychology they will hate to learn. especially in english teaching, if a teacher dose not insert in with some new language points or insert some humors into the class, the students will be boring of listening to a gramphone . 3.2 the appearance of student-center teac

32、hing modelfor years a number of writers and experts have noted that the teacher-centre teaching model was not satisfying. with the rapid development in the area of education, we gradually switch our attention to the students. and great changes have taken place in the area of our teaching model. as m

33、ore and more attention is focused on the students, it is pointed out that student-centre teaching model will be better for our knowledge learning. but it also will be an extreme if we just emphasize the side of the teacher or the side of the students. so cooperation between teaching and learning bec

34、omes popular with both teachers and students. to the practical class teaching, as some experts have maintained that teachers do not think of methodology when planning their lessons, they would rather think of activities adopted in class, because methodology tell us little about what really happens i

35、n class. so more and more realizations come to us, all of the problems come to be the interactions in a practical sense. and as time goes by, it rises up to a much more important position, because interaction is included in various kinds of activities, situations and contents. it can be regarded as

36、a system of class activities. so, it is a vital factor for the class teaching. in recent years, with the strength of its important position in language class teaching, abundant of theories about interaction from experts appear in the language learning, especially english learning. 3.3 the meanings o

37、f class interaction in teaching according to numbers of research findings, the meaning of class interaction is included in the following points. firstly, through influencing the class atmosphere, the feedback of the students in class and researching to what extent the student participant in a class,

38、 class interactions affect class teaching result. and whats more important, class interactions always led the class into a positive way if it is used correctly. undoubtedly, it is vital for class teaching. secondly, the theory of contract stresses the importance of interactions, it points out that c

39、ooperative learning is quite necessary. because of interactions in a class, the learners can learn from each other. and what is more important, the learners need approval from each other. interaction provides them a good environment. moreover, interactions and cooperative learning teach the learners

40、 how to reach the same aim which is extremely good for the whole class. thirdly, interactions between learners have an important influence on the learners thinking. discussion between groups improves the students ways of thinking and decides whether they are right or wrong. in the period of adolesce

41、nce, youths are likely to possess a changeable characteristic. so by interactions among them, they more easily recognize what is right and what is wrong. fourthly, interactive learning produces more positive relationship among students, much healthier psychological adjustment and much more favorable

42、 attitudes toward learning than competitive or individualistic experience do. it can also enhance students satisfaction with their learning experience and can help to develop their social skills and skills of communicating as well as self-esteem. the ability that enables all students to work coopera

43、tively with others is the keystone to build and maintain stable marriage, families, career and friendships. language skills are valuable when the person can apply them in cooperative interaction with other people in professional and communal settings.richard felder, an expert in teaching, said that

44、interactive learning is especially important for large class, in which getting students engaged is usually a challenge. the larger class, the more imperative it is to use interactive learning. johnsons research also shows that getting students to do things in small group in class is the only conceiv

45、able way to get large-scale student involvement in a large class. not only in the class, but also in the social environment, interactions possess an important position in improving the relationship between each other and the social environment and atmosphere.iv. the factors that affect class interac

46、tion 4.1 the teachers influence on a classnowadays, our attention gradually switch from the teacher to the students. students-center is in the trend, but one thing we should do is that we must convince that the function of the teacher in language teaching is critical and positive. teacher is a kind

47、of educator who burdens up the main task of educating the next generation. whether their work is right or wrong, good or bad, the guiding part of a teacher in class teaching certainly exists. and with the improvement of the quality of the teachers, it is certain that the role of the teacher is posit

48、ive, so we should make full use of the teachers guiding function in teaching. activate their positive in teaching in order that it will improve our teaching result and quality. 4.2 the improvement of organizing a class it is a widely adopted conduction in china that teachers group thirty or more stu

49、dents up into one class, regard them of the same level and teach them interactively. this can be called thirty syndrome, which means classes with thirty or more students, all considered as a group for a predetermined number of hours a week. nunan, a language expert, pointed out that in order to deri

50、ve more sensitive learner groupings, it is important to see beyond the thirty student syndrome . a student may be placed in a range of classes during the day or week and he will thus come into contact with a greater range of teachers and fellow students. this way of grouping students interactively i

51、s comparatively ideal for the current situation in china. of course, if possible, this method will be effective. besides, according to acquisition theories teachers should work hard to stimulate classroom acquisition. it is obvious that classroom communication, either students-students or teacher-st

52、udents communication, is essential for classroom acquisition. in the class, many types of communication can be adopted. for teachers, they should organize class activities properly and interactively so that learners can be fully involved in activities in class.4.3 planning of teaching materialsbesid

53、es improving the organization of the class, how to plan the teaching material is also up to the teachers work. if the teacher arranges the teaching content appropriately, surprising teaching result will be gained. to teaching content planning, first, the teacher should make a right content selection

54、. in this process the first step is to examine learners data and extract information related to the purposes for which learners are studying or attending a certain class and which can be translated into communicative goals. this information will be often expressed in general terms. teachers can deci

55、de on which goals will be taken priority in class. the second step is to specify the communicative tasks and enable skills, which learners will be able to perform in order to achieve their language goals. and the next step is to provide contextualization for the task by deciding on such things as to

56、pics, settings, interlocutors and so on. the last step for teachers is to decide on linguistic elements, which need to be taught for learners to be able to operate the pre-specified skills. the final task for the teacher is to produce a sample number of specific objectives related to learners goal.

57、once the teacher selected the content, the content needs to be sequenced. traditionally, a course is usually sequenced according to linguistic structures such as linguistic notions of simplicity and complexity. recent investigations made by second-language acquisition researchers have demonstrated that these notions were not particularly accurate. what should teacher do while grading content? bringley had suggested that learners, tasks and text factors should interact to determine task difficulty. another alternative suggestion is to sequence input according to the lo