论文总字数：31284字

摘 要

互动教学法遵循“做中学”的原则，把语言运用的基本理念转变为具有实践意义的课堂教学形式，是交际教学思想的一种发展形态。它以输入输出理论理论为理论基础，通过使用教师与学生间直接或者间接的互动来学习语言，从而不断提高学习者的交际能力，然而在小学英语教学中，“哑巴英语”的情况较为普遍，英语教学法侧重于在英语听力和阅读方面，却很少涉及在口语教学。本文旨在探讨如何在小学英语口语教学中有效地运用互动教学法，培养学生的交际能力，从而提高学生的口语能力。

关键词：互动教学法；英语口语教学；互动

Contents

1. Introduction...........................................................................................1

2. Literature Review..................................................................................2

2.1 The definition of ITA.....................................................................................2

2.2 Studies of the ITA Abroad.....................................................................2

2.3 Studies of the ITA in China..................................................................3

3. Applying ITA in Oral English Classroom...........................................4

3.1 Features of the English Textbook in Primary School.....................................4

3.2 Pre-speaking Phase...................................................................................6

3.3 While-speaking Phase...................................................................................8

3.4 Post-speaking Phase...............................................................................10

3.5 Evaluation and Assessment...........................................................................12

4. Conclusion............................................................................................13

Works Cited.................................................................................................14

1.Introduction

With the dramatic development of the whole world, international exchanges have been promoted in a high speed and grasping English teaching has become a basic quality to the people. Meanwhile, English in China has witnessed great changes in recent years. In new National Curriculum Standard for English Course, the demand for speaking in primary school are set definitely. Speaking is sometimes identified as the most practical skill for language learners. Oral communication include the use of correct pronunciation, grammar, and the ability to interact with others including developing skills for opening, maintaining and ending an oral interaction.

However, there is very common phenomenon among primary school students and even the majority of students in China called “Dumb English”. The communicative skills which need the students to practice in real situations, has not been put a high value and the teaching of oral English has long been ignored. Lots of researches have fully studied the importance of classroom interaction in language in recent years, particularly in oral competence(Ellis and Swain 285-301), however, most researches are on application of Interactive Teaching Approach in China are constrained in listening and reading areas, but less researches are constrained in oral English. Thus, In this paper, the author focuses on the application of ITA to oral English in primary school. The first part is a brief introduction, the author introduces the background of the study and current situation in oral teaching, and the arrangement of the paper. The second part is about the literature review, the author reviewed the correlative theories and studies on oral English and classroom interaction. The third part is the application of Interactive Teaching Approach, the author uses the Oxford English 5B as an example. The forth part is a brief conclusion, Including the teaching produce and some possible problems in classroom interaction. The author believes Interactive Teaching and Learning English will have a profound influence in its comprehensive application and “dumb English” will end. Meanwhile, we should apply the dialectical point of view to look at the ITA, it"s not perfect.

2. Literature Review

2.1 The definition of ITA

Interactive Teaching Approach is a linguistic collaborative activity involving establishment of a triangular relationship between the sender, the receiver and the context of situation, whether the communication is in speech or writing.

It is the interaction between teacher and student, student and teacher, student and student, student and authors of texts, and student and the community that speaks the language (Rivers 37-48).

Teacher-student interaction is a special form of human interaction, it refers to the various forms occurs between teachers and students, and the essence and influence of various levels of interaction (Ye and Pang 8).

The long-term goal of the classroom teacher-student interaction is to accelerate the development between teachers and students, especially the development of learners, cognitive and social, short-term goal may be to promote and deepen interaction learners have learned the content and skills to master in order to implement the activities and the like.

Student to student interaction describes a learning objective where the students are asked to communicate with one another, students can share thoughts in a group. Student to student interaction can also be utilized by setting up communities. The students in the communities can work with one another or as groups to accomplish specific tasks or objectives.

Student to teacher interaction describes interaction of feedback from a lecture directly to the teacher, or taking a quiz on previously studied material. It can also be argued that at some point in the education process there must be some sort of student to teacher interaction if only to demonstrate that learning has indeed taken place.

2.2 Studies of ITA Abroad

The research of interactive teaching in foreign countries is mainly focused on the research of interaction type. From the research methods, mostly of them are referenced from psychology and sociology, especially the research of sociology of education.

2.2.1 Three types of interaction in classroom

Interaction can be described depending on the domination of interaction that is in the English classroom (Celce-Murcia 16), including the teacher-dominated, teacher-centered, and student-centered classroom types. In a teacher-dominated classroom, the teachers talk all the time, and the students" participation is very limited. The teacher-centered classroom is the one where the teacher is controlling the students" participation through some classroom activities and students have the opptunity to participate. Finally, the student-centered classroom is the one where the students can participate more actively.

Van Lier provides a framework that distinguishes four basic types of classroom interaction, according to whether the teacher controls the topic and the activity. (1)Teacher controls neither topic nor activity, as in small talk or private talk between students. (2)Teacher controls topic but not activity, for example, the teacher makes an announcement, gives instructions or the teacher delivers a lecture.(3) Teacher controls both topic and activities, the teacher elicits responses in a language drill.(4) Teacher controls activity but not topic, the teacher divides the students into groups and specify the procedural rules, the students can choose what to talk about.

In addition, there are 3 modes of interaction model:(1)a small study of a representative group mode of communication.(2)social interaction patterns.(3)feedback.

2.3 Studies of ITA in China

2.3.1 Two types of interaction

According to foreign research results, combined with China"s specific situation in classroom, researchers analyzed classroom teacher-student interaction types, Wu proposes two types of interaction from the perspective of the body based on an extensive classroom interaction between teachers and students (Wu 254):

Object is divided according to teacher behavior: (1)interactive division (usually to ask questions and responses, and response requirements, evaluation and feedback and individual counseling, direct contact), (2)the interactive division classes (common in the organization of teaching, questioning, assessment and other processes), (3)the division group interaction (teacher against student groups groups carried out to explain, counseling, evaluation).

Classroom teachers point to students" behavior might change frequently, including the adoption of "democracy" and "equality" and "cooperative", etc. So the above classification is not absolute page, each of them is mutually inclusive and reinforcing. According to Wang Jiajin’s studies, teachers, students and courses are the three factors construct a three-dimensional coordinate system of teaching activities, and this is the form of a teacher-student classroom interaction model (Wang 1). Wang analyzed the relationship among teachers, students and teaching content, and he found there are two kinds of types of interaction between teachers and students: positive interaction and negative interaction(Zheng 32-34).

3.Applying ITA in Oral English Classroom

3.1 Features of the English Textbook in Primary School

3.1.1 Features of the textbook

The English teaching material in primary school is published by Yilin Press, the authority of press field. It has been widely used in Chinese primary school. Thus, the construction of the textbook, including content, structure, level, is required strictly and seriously. The English textbook for primary school students has been compiled several times according to the development in different ages and the need of students. The textbook now used is quite a excellent series of books, students can learn comprehend with their knowledge, and it is accepted by students and teachers.

Under the policy of compulsory education. English education in primary school aims at four different aspects generally.

First of all, students can consolidate and enlarge their fundemental knowledge of English which has been learned. Meanwhile, students can achieve great development on four fundamental skills of English, including the ability to listen, to speak, to read, and to write, and also on the ability of communicative competence.

Secondly, students can develop better intelligence, attitude towards study. By learning English, so that students" high quality can be reached toward life, value and the world.

Thirdly, characteristics and ability. According to students" cognitive system, the textbook has been completely established to instruct learning strategies in a proper way, The textbook enhances their abilities of autonomous cooperative study, learning students" study and cooperative study, and even life-long self study.

In addition, the textbook helps teachers employ teaching strategies with features of instruction and creation. The teachers encourage students to brainstorm actively, imagine at random, participate in positively and practice in detail, for the sake of students competences of creation and practice.

3.1.2 Features of Unit 5

The content of the Unit included:(1)Story time, (2)Grammar time amp; Fun time, (3)Cartoon time amp; Song time, (4)Sound time amp; Checkout time.

After the class, students should know words: parent, grow, pest, ladybird, go away. Sentences: What are you/they doing? I am/ We are/ They are cooking in the kitchen. What is he/she doing? He/ She is cooking dinner. Students can say something about their family life and they can understand the present progressive. After class, students should have the awareness that they should help parents do something they are able to.

3.1.3 Factors of Successful Speaking Tasks

Although the success of a speaking task depends on many factors, the following characteristics are common in successful speaking tasks.

In a successful case of oral teaching, the students talk a lot in foreign language. But ,there is a common problem in the activities in oral class, the students often say one or two simple utterances in the foreign language and spend the rest of the time chatting in their native language. Another common problem is that the teacher talks too much of the time, thus taking away valuable time from the students for exercises.

Whether the task takes place among the whole class or in small groups, a successful task should encourage as many different students as possible. The task should be designed in such a way that the outspoken students do not dominate the discussion. When necessary, the teacher may interfere to guarantee equal opportunities for students of different levels.

Motivation is one of the most important variables in language learning. Teachers do a lot to increase the motivation of students, by using different types of tasks designed in class. Students try their best to speak when they are interested in the topic or there is a specific aim that must be reached. Teachers should be careful to guarantee the task fits students’ ability to solve. The task should have moderate difficulty.

In a successful case of oral classroom task, the language is at the normal level. The task must be designed moderately so that students can complete the task and master the knowledge with the language that they have learned. If the students don’t have enough vocabulary, the task will become frustrating, the students are likely be discouraged or to give up.

3.2 Pre-speaking Phase

Based on the author’s teaching experience in primary school and in order to show the application of the ITA in primary, the author uses the Oxford English 5B teaching textbook for example.

The procedure of speaking class can be put into the 3-P model: Pre-speaking, While-speaking, Post-speaking.

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