對大學(xué)英語課堂互動教學(xué)的探討

PAGE中國最大的論文知識平臺大學(xué)課堂互動英語教學(xué)的探討摘要:２006年的暑假,我參加了韋博國際英語專家級別的口語培訓(xùn)，在那里,我體驗到了一種互動式的英語課堂教學(xué)。那是一個學(xué)生和老師全方位互動的教學(xué)課堂，內(nèi)容涵蓋英語聽、說、讀、寫各個方面。學(xué)員在課堂上主動參與教學(xué)活動,通過與老師的交流發(fā)現(xiàn)自己的不足。該模式克服了傳統(tǒng)英語課堂教學(xué)下的“啞巴英語”現(xiàn)象.基于這一學(xué)習(xí)經(jīng)歷，我們提出了這一有針對性的選題，作為畢業(yè)論文的研究課題。本文首先通過問卷調(diào)查的方式對英語教學(xué)的現(xiàn)狀進(jìn)行調(diào)研，客觀、全面地分析了學(xué)生對現(xiàn)行學(xué)習(xí)教學(xué)的不滿，以及熱衷于互動英語教學(xué)模式的原因。其次,本文綜述了互動學(xué)習(xí)的有關(guān)理論，并基于互動學(xué)習(xí)理論和學(xué)生學(xué)習(xí)英語的心理取向，文章提出了新的互動教學(xué)模式,以及實施這些教學(xué)模式的策略.最后，通過對比分析傳統(tǒng)課堂英語教學(xué)與互動教學(xué)模式的教學(xué)效果，得到一些有益的結(jié)論。這將對現(xiàn)行的英語課堂教學(xué)有所啟示.關(guān)鍵詞：互動教學(xué)；互動教學(xué)方法；互動教學(xué)策略中國最大的論文知識平臺CＯNTENＴSTOC＼ｏ”1-3"\uIｎtroduｃｔiｏn ８6737＼ｈ11。ThｅStatusＱuoofＥngｌｉshCｌassＴeachinｇNｏwａdａys ＰAGEＲEＦ＿Toc17４986７3８\h3１。１TheSituaｔionoｆEnglishClassTeachinginCｈina ＰAGＥREF_Ｔoc174９８67３9\h３1。２AReformａt(yī)ionabouｔＥngliｓhＣｏursｅsｉnUnivｅrｓitiesiｎChina PＡGEREF_Ｔoc174９８67４0\ｈ４1．3AchｉevemeｎtsofInｔeｒａctｉｖeReseａrchesiｎCｈinａ?ＰAGEREF_Ｔｏｃ174９867４１\h52。Ｔheoｒeticａlbaseserａctｉｏn?PAGEREF_Ｔoｃ17498６742＼ｈ５2。1PhｉlosｏphｉｃaｌPeｒｓpecｔive PＡGEＲEF_Toｃ１749８67４3\h62.１．1PraｃｔｉｃalＴｈｅoryｏfMａｒxism PＡGEREＦ_Ｔoc1749８674４\h6２.１。2ＴheＣｏnstrｕctｉvｉｓｍ?PＡGEREF＿Toc1749867４5\ｈ62.２SociologicalＰersｐectiｖe PAGＥREF_Toc17４9８６74６\h７2.２。1ＳｏciologicaｌTheorｙBasis ＰAGＥRＥF_Ｔoc1７4９8６7４7\ｈ７２．2。2TeachinｇＡctivｉtieｓareIｎtｅractions ＰＡGＥREF_Ｔｏc１7498６７４８＼h82．３.ＣommunicativePeｒｓpectiｖe?PAGEREF_Toｃ174986749＼h8３．ＮeｗInｔｅractiｖeEngｌｉshClasｓTeaｃｈinｇＭodｅs?ＰAGERＥＦ＿Ｔoc1749867５0\h93.１Sｔｕdent-centeredIntercｏｍｍｕnicativeＴeaｃhｉngMode PAGEREF_Toｃ1７4986751\ｈ93．1.1ＳcenｅImpｏrtiｎg ＰAGEREF＿Tｏc１74９86752＼h103.１。2ＦｒｅeDiｓcussｉoｎ PAGEREF_Ｔｏc17498６７５3\ｈ１0３.１。3ＲolｌPlaｙinｇ?ＰＡGＥREF_Ｔoc１７4986754\ｈ113。2ＤｉveｒsｉfiedFormsofClassPracticｅTｅaｃｈingModｅ?PＡGEREF_Toc１７49８6755\h１１3。2.１O(jiān)ralEnglisｈPｒacｔice?PAＧＥＲEF_Ｔoｃ17４９8６7５6\ｈ１１3。2。２LｉstｅninｇPｒactiｃe?ＰAGEREＦ_Toc1７4986757\h12４．ImpleｍｅnｔingStｒaｔegｉesｏｆIｎtｅｒaｃtiveＥngｌｉshClaｓsTｅachｉnｇ PＡＧＥＲEF_Toc1749８6７５8＼ｈ134.1BuildaNewReｌationsｈipbetweenＴeachersａｎdStｕdeｎｔs PAGＥREF_Ｔoc17４98675９＼h13４．2ＴeachStudｅntsiｎA(yù)ｃcordancewiｔhTheirAｐtiｔude?PAGEREF＿Toc１７４98６760\h1４4。3MotivatetheSｔudeｎｔstｏParticipateinＴeａchinｇＡctivities?PAGEＲEF_Tｏｃ1749867６１\h154。4AdｏpｔStrategyｏfＡskingＱｕｅsｔions?PAGＥRＥF_Toc１７4986762＼ｈ1６５.Cｏnｃlusｉon?ＰAGEREＦ_Toc1７498676３\h1７Ｂibｌiograpｈy 2０中國最大的論文知識平臺ＩntｒｏｄucｔiｏｎWiththeeｎｌargementoｆCｈina’sｔrａｄewｉthforeｉgncountriｅｓ,ＣhinａisｉnurgenｔｎｅｅdｏｆmanｙdｉffereｎtkiｎdsｏｆｐroｆeｓsionalｓwithaｓuperｉorｌeｖｅlofEnｇlｉｓhｌanｇｕagenｏwaｄays.Tｈus，Eｎglisｈhasnowｂｅcoｍemｏｒeａｎdｍoreiｍporｔａｎｔ．Ｈoweveｒ，therearestｉllalaｒgenuｍbｅrｏfstｕｄentswｈｏｃanｎotcommunicateｗithｔhefｏｒeigneｒsfluentlyafteｒsevｅralｙeａrs’lｅarnｉngEngｌish。Ｏbvｉousｌｙ，theliｍitedabilityofcommunicatｉngｗｉthｆｏrｅignｅrsｃaｎnotmeeｔtｈeneedsoｆｓｏcｉalandeｃonomicdｅvｅlopｍenｔ。So，manyscholarｓaｎdeducatorshavｅworkedonsuｃhａｐrobleminordertofindagoodｗaytoimpｒｏｖｅourＥnglish。Ａneffectivewaｙｏｆsｏｌviｎgthｉsproｂｌｅmiｓｔｈewayofinｔeｒａctｉveteａchｉｎg。Ｉｎtｅｒａcｔiveclａsｓtｅａcｈingisｂasedonthetheoｒyof“inteｒaｃtion”ｉnaｎarｒowsenｓe。ItisaｖｅryimporｔaｎtwａyofｓtudyinｇＳecｏｎdLａnguageAcquisitiｏｎ。Itｉsａｎacｔualwayｔoｅｘchａngethoｕｇhtｓ,feelinｇsoridｅａｓbｅtweentwoｏｒmorｅpeｏple,reｓｕltiｎgｉｎaｒecｉpｒｏcalｅffecｔoｎeａcｈotheｒ.Aｐroｍinｅnｔcharacｔeroｆthisteaｃｈingmｅthoｄisjustｔhepａrtｉcipatｉon.Itｉsablｅtｏarousetheirｅnｔhusiasmtoeｍphasizetｈetｗo—waycommｕniｃａｔiｏnbｅtwｅeｎthｅｔｅacheraｎdｔheｓtudｅnｔ．Sｏabettｅrbｅnｅfｉtofteａchinganｄleaｒnｉnｇhａsbeｅｎachiｅved。Acｔｕaｌly,iｎtｅracｔｉveｃlａssｔｅａchiｎgｔheoryoriｇinaｔesｆroｍｔhe1820ｓintｈｅUniｔedＳｔates。Itbegｉnswitｈｔheｉｄeａｏfaｃtiｖeｌearning,wｈichｅmphasizestheimportaｎceofｇｅｔtｉngalearneｒtｏdosｏmethingｒatｈerthanonlyliｓtｅninｇoｒｒｅadｉｎgpaｓsively。Duriｎgtheseｈunｄｒｅｄｓofyｅａrｓ,ｉthasmadeａsubstaｎtiveｐrogress。Ｎotoｎｌyhａｓｉtpromｏtedthｅrelatｉｏｎshiｐbetweｅntｈeteａｃhersandｔhesｔuｄeｎtsbutalsohaｓｍａｄeareｍarkableachieｖement。Ａｔpｒeseｎｔｉthasａlｒeadybeentｈｅfrontanｄthemａinstrｅａmthｅｏryinｔhｅeducationalaｒeabothａt(yī)ｈoｍｅandabrｏad。WuKangｎing,aｓchｏlaroｆourｃouｎtry，hasmaｄｅadeepｒｅsearchoninｔerpeｒｓonaｌｉntｅｒａｃｔiveprｏｃeｓsｏfteａchiｎgiｎtheEngｌishｃlaｓｓ．H。DouglasBrown，ａnadvocａt(yī)ｅoｆｉnterａctivetｅａchingｉnAmerｉｃa，hａsmaｄｅadｅtaiｌeｄsｔudｙaｂoutinterａctivｅlａnguageteaｃｈingmｅtｈodfrｏmthestudent’ｓpointｏfview.Whａt(yī)’smorｅ,hehasaｂstｒacteｄ１2pｒiｎcipleｓｏftheseｃondｌanｇｕａgetｅacｈｉngａｃcordingｔotheｎｅwreｓearchａchｉeｖementaboutaｌｌkinｄｓofsubjｅctｓsuchasｐｓycｈolｉｎguiｓtiｃs,sociｏlinguistｉcs，aｎｄlingｕiｓticsandsoon.Ｈowｅｖeｒ，inthisiｎteｒａctiｖｅscope,ａlotofachiｅvemｅntshａvebeeｎａccomｐlisｈeｄ,ａnｄtｏsoｍeextent，ｉtisreａllyｓuｃcessｆul，buttｈesｃopeoｆｔheiｎｔｅrａctivｅtｅachingｗayhasmostｌyｂeenlimitedｔokindergartens，elemenｔaｒyｓchoolｓａndmidｄlescｈools。Ａsfortheｕniｖeｒsiｔies,ithaｓｓｔillnoｔbeenpaiｄmuchaｔteｎｔiontoandpｏpｕlａrized．Iｎ20０4，ＮewＥnglishCurriculumＣriterioninCｏllegeＥngｌishＣoｕrｓesｈａsｂeeｎisｓuｅdbyMiｎiｓtryofEduｃａｔion,inwｈichｉtisｐointedoｕtthａt(yī)thｅkeytｏtｈecuｒｒentcurriculｕｍrefｏrmｉstoadvocateawayｏfｅｘpｅrience,pｒacｔiｃe，paｒtiｃipatiｏn，ｃｏopｅraｔｉoｎandcommunicatioｎiｎtheEｎgliｓhcｌaｓｓｉnｏrdｅrtoｄeｖelopthelanguａgeｐroficｉｅnｃyoｆｓtｕdｅnｔs.Aｎdundertｈeｍodeｒｎeducaｔｉonａlｃondｉｔion,tｈｅteachｉnｇprocｅｓsshouldbeinteraｃtiｖeandｔｈeｒeｌａt(yī)ioｎｓhipｂetwｅｅｎthｅteａｃhersandtｈeｓtudentsiｓｅquａlandinｔeraｃｔive.Iｎtｅraｃｔｉｏnandcommｕnicatｉonａｒetheｅssencｅofｔｈeteａching。So，tｈepuｒpｏseofmｙtｈeｓisistodｉsｃussａnＥnglishｉnteracｔiｖeteachｉngmｏdeｉnｕｎiverｓitiesｉｎChｉna．Ｉ’vｅcarriｅdｏutaｑuesｔionｎaireｔosupportmyｔhesiswhicｈｉsdｅsignedtｏｄetectｗhyoｎearththisinterａctiveEnｇlishｃlａssteacｈｉngmodeacｔivelyappealｓtｏtｈｅstｕdeｎts.Ｔhispapｅrconｓistｓｏffｉvechａpｔers。InChａpｔeｒoｎeanintrodｕｃtiｏnisgivenｔothestａｔuｓquoofEngliｓhclasstｅachｉｎｇbotｈhomeandaｂroad,ｓetfoｒthtｈebaｃkgrounｄofａdvocatｉnginteｒactiveteachingｍoｄｅ.InＣhaptertｗoｔhetheoｒeticalbaseｓofinteractｉoｎｉsdiｓcusseｄ.IｎChapterthreeａｎｅwinｔｅractiveＥｎｇliｓhｃｌａｓｓtｅachｉngmodｅｉsｓｕggesｔｅｄ。InＣhａptｅrfourｔhｅimportａｎｔimplementiｎgstratｅgiesofinteraｃtiveＥnglishclaｓsteachingｔhrougｈtｈｅsuｒｖｅyisｉntroducｅd．Ｃｈapterfiveseｒｖesaｓｔｈeｃｏncｌusioｎofthｅpａper．1.ＴｈｅＳtatusＱｕoofEnｇｌiｓhClａｓsTeachingＮowadays1.1ＴhｅＳitｕatｉonofEnglishCｌａsｓTeachingiｎCｈinaChinahａsｔheｌａrgesｔEｎgｌiｓhｌanguageleaｒninｇｐoｐulationinthｅwｏrｌd。Howｅvｅrmｏstｏftheｌearnersstilｌｒｅmaiｎdeaformutewhentheyliｓｔentoｏrsｐeakwithｔhetargｅtｌａnｇuagespeａkersafterseｖeralyeａrｓ'leaｒｎiｎg。ThｏuｇhｔheyspendmuｃhtｉｍｅanｄmoneylearnｉngＥｎglishatｓchool，theｙｍａkｅｌiｔtｌeachievｅment.ThｅｒeasonforhａlftｈeresulｔandtwｉceｔhｅeffoｒtliｅintｈｅfａｃtthatEnglｉshclassｒooｍsiｎCｈinaａrestilｌcontrolｌedｂythetradｉｔionalteａcher—ｃentｅreｄｍetｈod。Iｎthｅｔradｉtionallａngｕaｇeteachinｇ，classroomtｅachingiｓｃｏnsidereｄasceｓsｏｆinitｉａｔingthｅｋnowledgefromtｈeteacheｒtoｔhestｕｄeｎt。Ｔｈeteacheｒtaｋesuｐtｈｅleaｄinｇpoｓitionintheclass，aｎｄthereislacｋｏfthecommｕnｉcａt(yī)ionbeｔweenｔheteachｅｒanｄｔhesｔｕdeｎｔ.Theteaｃherspendsmostofthetｉmeexplainiｎggrammaｒａｎｄtraｎslａｔioｎinｔheｃｌasｓ.Ｓｕchkｉndofｔeaｃheｒ-centeｒｅdｔｅachingunｉｌateｒallyeｍphaｓｉzestheiｎtelｌectｕalskｉlｌsｏfEnglishｗhileitloseｓsiｇhtｏfｐｒａｃtiｃingＥnｇlishtｏｃoｍmunicatｅwithｆｏreigｎers.Thouｇhｔｈｉｓteachingｍeｔｈodtosomｅｅxｔｅnthｅｌpssｔｕdentstogｅtａreaｓｏnａblｅｓcoｒeiｎｃｅrtaｉneｘａms，itcannoｔmeeｔthedｅmanｄsofEnglishteacｈinｇinunivｅrsitiｅsnowａdａys．BeｆｏｒｅIbegantowriｔeｔｈisthｅsiｓ，IhａvemadeaninvｅｓtiｇaｔｉonwitｈmyquｅstｉonnairetofｉndifstudentｓlikeｔheｉrEｎｇlishcｌassnowadａys.Theresuｌｔｏｆtheｉnvｅstiｇatiｏnｉｓassｈowninthefoｌlowingtａｂlｅ:Tａble１:ｔheinvestiｇaｔionresultｏｆwhethertheｓtｕdｅｎtsｌikethｅirＥnglishclａss（Quｅstion1：AｒｅｙｏｕinｔerｅsｔeｄinyｏｕrＥnｇlisｈclaｓs)AnsｗｅrStｕｄentsinＵnｉｖｅrsity（6８人)Ｎo。（人數(shù))Propoｒｔion(比例）Yｅs３4．４%Juｓtｓoso2130。9％Ｎotatａlｌ4４64。7％Ｆrｏmtheabｏvetaｂleｗｅｓee，mostoｆtheｓtuｄenｔsiｎuniveｒsｉｔydｏnotlikeｔhｅircｕrｒｅntEngｌishcｌａss．Ｒｅcentｌy，areformaｔｉonaboｕｔＥnglishcｏｕrsesｉnuｎivｅｒsiｔｙhasalｒｅａdｙｂeencａrriedouｔ.１．2AReformatiｏnaboutEngｌｉsｈCｏuｒseｓiｎUniveｒsitieｓiｎCｈｉnａＡｎEnglishcourserｅfoｒmatｉonwhiｃhconcentｒａｔesｏnaniｎtｅｒactｉvｅteachinginＥngｌishclasshasexplｏdｅd。OurMinistｒｙofEducatiｏnｅstａblishｅｄtheNｅwEnｇlｉsｈCｕrriculumCritｅrioｎinｗｈｉchiｔｈasbｅenpoiｎtedoｕtｔhaｔthｅｋｅytothｅcｕrrentcurriｃｕlｕｍrｅｆormｉsｔoadｖocａt(yī)ｅawayofexperience，pｒaｃｔｉce，pａrtｉcｉｐaｔiｏn，cooperaｔioｎaｎdｃommunicatｉｏnｉntｈeEnｇlishclassiｎoｒderｔｏｄeveloｐthelanｇuaｇeｐrofｉcienｃyofstuｄents.Ａndunｄｅrthemodeｒｎｅdｕｃationalcｏndｉtｉoｎ，tｈeteaｃｈiｎgｐrocesｓｓｈouｌdｂeintｅractiveaｎｄtherelationshiｐｂetweeｎtheteａｃhersandｔｈestｕdｅntsｉsequalanｄintｅracｔivｅ．Inteｒactionandcｏmmｕｎicａt(yī)ｉonaretheeｓsｅｎceoftheｔｅaching.InoｒderｔofiｎdouｔwhetherａmorｅｉｎteractiveEnglishｃlasｓwiｌlｂeｆａｖoredｂystuｄｅｎts，Ihavealｓｏmadeainvesｔigationwhichinvolｖeｓｔｈeqｕestionof“DoyouwanｔtotｒyeractivｅＥnglishclass”inmyquｅstｉｏnｎａiｒe.Ｔheｒesulｔｏftheinｖestigａt(yī)ionisasfolｌｏwｓiｎthefollowｉngtaｂle:Tａbｌe2:tｈeinvestiｇaｔionｒesｕlｔofwhetheｒthesｔuｄｅｎtｓwanｔtotｒyａｎinteractiveEnｇlｉsｈcｌass（Questiｏn６:DoｙoｕwａｎttotryaniｎteｒaｃtｉｖeEngｌishclass？）AｎsｗerStudeｎtｓinｕnｉｖersiｔｙ（68人)No．（人數(shù))Prｏportioｎ(比例)Yes,Iwａntｉt。４３63。2％Mａybｅ253７.8%Notａt(yī)ａll０0％Fromtｈｉstablｅ，ｗecansｅethataninteractiveEnglishclassisfavｏrｅｄｂymostofthestudentsinunｉｖeｒsiｔy.Froｍastudeｎt’ｓｐｏintofｖｉew，IthinkthatｔｈisEnglishｃoursesrｅformａｔｉoｎwｉｌlbegrｅａt(yī)lysupｐoｒtｅdｂyourｓtudｅntｓ。InthisEｎgｌisｈＣｕrｒiculumStandａrd,ｉtｉsemphasiｚedthatｔhｅＥnｇｌishcoｕrsｅsshｏuldｂetｈecourseｓofeｘｐerieｎｃe,aｎdｏｎｌywｈｅnthｅteachingandthecouｒｍｏteeachotheｒcanthｅstuｄｅntspursuｅｔheirfreedeveｌopment.Thesｔｕdentswiｌlrｅａlizetheｉrtarｇetlｅaｒninｇｔhｒoughｐraｃtice,pａrtｉciｐａt(yī)ｉon,cooperationanｄiｎterａctｉonuｎdｅｒｔｈｅteacheｒs’guidaｎｃe。ＴhｅｎewＥnｇlishCｕrriculｕmStaｎdarｄｈａｓｃhａngedthｅｓtａt(yī)usｔhattｈｅteachｅｒsｄｅpｅndontheteacｈｉngmateｒialtoomuchwhiｌethestudentsonlyemphasizｅonremｅmbｅrwｈatthｅtｅａchersteaｃｈbｙrｏte.Ｔhisｎeｗｓｔandaｒｄcｏnsideｒｓteachingasaｋindofiｎｔerａｃtｉon。Witｈoｕtinterａctiｏnthereiｓnoｔｅaｃｈiｎg．Theｏreｔically,itnotｏnlyｓurpassｅsｂoｔhtheteacheｒ—cｅnterｅdthｅoｒyaｎｄthestｕdent-ｃｅnteｒeｄtheory，butaｌsoplaｙsaｎimportantｒoｌｅｉnＥｎgｌｉshcｌassteaｃhｉnｇpraｃｔicｅ。1．3AchieveｍeｎｔsofInteractiveＲｅsearcheｓinChinａFroｍｔheｌaｔｅ198０ｓtotｈｅｅarlｙ1990s,Chinesｅpeｄａgoｇyｈasａchieｖｅdquiteａlotoｆresearｃhacｈievementｓａndmadeacademiｃpｒogressinpursuiｎgｔｈｅwayoｆinteractｉｖeｔeａｃhing.WuKanｇnｉｎg，asｃｈolar,haｓｍａdｅaｄｅepreｓeａrcｈoninterpersｏnａｌintｅracｔiｏnｐrocesswhiｌeteａcｈiｎgｉnthｅEnglｉshclａsｓ．Iｎoneoｆｈisreｓｅａｒchｈeraｉｓedaqｕeｓtion：“Arestuｄeｎtsonlyonestobｅeducated?"Ofcｏursetheanｓｗｅｒiｓnegａt(yī)ivｅ。Hebelievｅdtｈaｔｔhｅproｃessoｆtheｔeaｃｈingｉｓnotｔhｅunilateralprocessthａｔtheteａcherｔeachｅsthestｕdents,ｂutａrecipｒｏcaｌｐrｏｃessｍadebybｏtｈsｔudｅntsａndteａｃｈｅrs.Ｗitｈｏutthepaｒticｉpaｔioｎｏfｔｈestudentｓ，itcannotformtｈeteacｈiｎgaｎdlearｎｉnｇiｎasｅnsｅ．Tｈeｔeacheｒsshoｕldcreａt(yī)eamoreiｎtｅｒactiveclasｓtoｅｎcoｕｒaｇethesｔｕdｅｎtstｏtａkepaｒtｉnoｎtｈｅｉrｏwninitｉａt(yī)ive.Duringｔheｉnｔｅｒactiｖeｆunction,theteachersｓhoｕｌｄbepｌeaｓedtｏacｃｅptallｋiｎdｓofcｏｎcepｔsandlisｔenattenｔivｅlyｔｏtｈestudenｔs’suggestioｎsｏｔhattｈestuｄenｔswilｌabletohaｖeｔheｉrcｏurａgeanｄinterest,ａnｄｔhus，ｔhecoｎｆideｎcｅandthedｅｓirefoｒknowledgeareｂothinsｐired.PrｏfessorＷangQianｇhａspｏｉntｅdoutintheforewoｒdoｆhisbｏok,theReｓｅarchonFｕndamｅnｔalForｅiｇnＴｅachｉng,thatwｈethertheneｗgeneratｉonｏfEnglishlearnersinoｕrcountrywillmaketｈeｓｕccessisrelａｔedtothedevｅloｐmentofourecｏnｏmｙandｔeｃhnoｌogy.Thus,wemustｔrytofindawaytｏgｕidethestudentstoｔaｋepaｒtiｎａmｏreｉnteｒaｃtiveEnglｉshｃlassoｎｔheiｒoｗnｉniｔiａt(yī)iｖｅ。ＷｅnｅｅdsuｃhakindｏftｅaｃhinｇｗayｔobrｉnguptheＥnｇｌishｉｎter-dｉscipliｎａｒytaｌentiｎordｅrtｏmeetｔheｄemａnｄofinternａt(yī)ｉｏnalcompeｔｉｔionwｅarefaciｎｇ,ｓｏａmorｅinteｒａctivｅＥnglishｃlaｓsisinnｅed.２。TｈeoreticalbaｓesofｉntｅracｔioｎA(yù)nｙteachingmethodｓhｏuldbebａsedｏncertaiｎeducａｔioｎａlｔｈｅories.Theinteracｔivｅｔeａcｈｉngmethodisalｓonoexcｅpｔioｎ。Ｉｗｉllintroducｅtｈeseｔheorｉesｔｈatａreusedtosuｐｐoｒtｔhｅｉnｔeｒacｔiveteａcｈinｇmodefromtｈreeperspectives.Fｉrstisfromthepｅrspectｉｖeofｐhｉlosｏphicaltheorｙ，secondｉsfｒｏmtheｐerspectｉｖeofsｏciologicaｌａcademｉcbasｉs，ａndlastｉｓfromtｈepｅｒspeｃtivｅofinteｒcoｍmuniｃatioｎpedagｏgｙ。2.1PhｉlｏsophiｃaｌPerspｅctｉve２．1.1ＰrａcticａｌTheorｙofMarxismInｔheｅpisteｍolｏｇｙofMａrｘisｍ,ｉtisｅｍpｈasizedthatonlythｒoughthｅpraｃticecaｎｐeoｐｌeｂegｉntorealizeandｒebuilｄthewoｒｌｄ。ＴhepｒacｔicaｌviewofMarxiｓmisaprofoundgrａｓｐｔｏwａrdstimeｓpｉrit;itgiｖesｐｒｏminｅncｅtotheｃｈaｒaｃteｒsofgｏ-ａheadisｍａndaｃｔｉvismofhumanbeｉnｇs．Theemｂodimeｎｔｏfthesｐiriｔofｔhｉstheoryinthｅｐrｏcessｏｆteachｉngｉslikethiｓ:ononｅｈand,theteacheｒsanｄｔｈestudｅntsshoulｄpracticｅmｏreｔｏcomｍunicatewiｔheaｃhｏｔher;ｏntheｏtherｈand,thｅyshｏｕｌdｅxpｒeｓsｔｈeiriｎnerworｌdthroughtheｃommunｉｃａt(yī)ion．Leｏntieｆ，aschoｌarofFormerSovietUnioｎ，iｎtrｏduｃesthｅnotｉoｎof‘ｐrａctice'iｎepｉｓtemologyofMarｘisｍｔotheｓｃopeｏfeｄucationwhicｈgiｖｅsuｓabetteｒundｅrstaｎdingofthｅessencｅofthetｅachｉngactｉvｉｔiｅs．OntheｂａsisoftheguｉdａncefromthepracｔｉcaｌpoｉntｏｆvieｗinＭaｒxｉsm,wｅbｅliｅveｔhatthedeveloｐmentｏｆhｕmａnbeiｎｇsｉｓwiｔhｏutｐraｃtiｃｅ．Themainactivｉｔiesofｔhestudeｎtｓａrｅthｅbａｓｅsａnｄthｅｑｕaｌifiｃatioｎsｆｏrｓｔｕdentｓ’dｅveloｐmｅnt。Teｒaｃtｉvｅtｅachingtheorywhichisfrｏmtheｇuiｄanｃeofｓciｅnｔｉficprａｃtｉcaｌpoｉｎｔofviewconｓiｄｅrstheｔeａchiｎgａcｔivｉｔｉesasthｅｐｒｏcessｉngｏfpurposiｖeｔｒａnsfｏrmａt(yī)ｉｏｎtｏrealiｚeaｎdｒebuiltthewｏｒld。Ａlｌinall,ｔｈeprａcticａlｐointofviewinMａrxismholdstｈatthｅcerｅbrａofｔhestuｄeｎtarenotｔhecontaｉｎerthatｉsｕsedforrｅceｉvｉnｇthｅknｏｗledgepassivelｙ.Iｎstｅad，ｔhesｔｕｄｅntshouｌｄactiｖｅlypａrticipateiｎthｅclaｓsteachiｎgandexpreｓstheirinｔerｎalandpsycｈoｌogicａｌｃharactersonｔｈeiroｗninitiａｔｉvｅ。2.1.2TheConstrｕcｔivisｍTｈebasｉcideａｏｆconstruｃtiviｓmｉsthatkｎoｗlｅｄgｅisnoｔｔrａnｓmｉｔｔedbut＂coｎsｔructeｄ"ｉｎtheminｄsｏfｐeoplｅ.Conｓｔructivistsｔhiｎktｈａt(yī)asｗeeｘpeｒiencesｏmetｈingnewｗeiｎternａlｉｚeiｔthroughoｕrｐrｅvioｕslyeｓtabｌｉsｈeｄexperienｃeｏrknowledｇe。Iｎthｉsstudｙingandteａcｈingfield,ｔheconｓtructivismhａsmaｉnlyｂeeｎrecｅivedfroｍthestｕdyexｐeriｅｎceoｆJoｈnDeweｙwhoisthemoｓtfaｍouｓpｒagｍatiｓmpｈilｏsｏpheraｎdｅｄｕcａt(yī)oｒｉnUSin20thcenturｙ。Heｈaｓpａidｍuchattentiontothｅinｔeraｃtiveteaｃhiｎgprｏcesｓｂetwｅenteａchｅranｄｓtudent。Thｅcｏnｓｔｒuctivismａlsoｕsesthesociaｌinterａctivetheｏrｙforｉtsrefeｒence，ｗhｉｃhhａspoｉntedｏutthatoｎeｉｓｉnaninｔｅrperｓｏnａlｉｎteractiveworldonｃeheisborn，andallkindsｏｆstｕｄyacｔｉonsａndａbilitｙwiｌｌtａｋｅplacｅｄuringthｅprｏcｅsｓoｆｃommuniｃatｉｏｎ。Acoｎｓｔruｃtivismapproacｈtoeduｃaｔioｎｉsｂestpｕtiｎtopracｔicebypresｅnｔingｉssuｅｓ，ｃoncｅpｔｓａｎdtａsksinｔｈefｏrmoｆprobｌeｍstｏbeexpｌorｅｄｉnｄiａlｏgｕeratｈerｔｈanasinｆoｒmatｉontobeingｅsｔedandrｅpｒoduｃed.ThｅimｐliｃatｉonｏfcｏnstｒuctiｖiｓmtｏｗaｒdsＥｎglｉsｈｔeachingmａybethatｔhecｏｎteｎtofｌanguａgeteachinｇshouldbｅcｌｏseｌyｒelａt(yī)eｄtosｔudeｎts’liｆeaｎdlearning；learningalaｎｇuagedoｅsｎｏtoｎlyｍeａｎtｏｌearntｈekｎoｗledｇeaboutlanguagｅｂｕttoloｏｋatlanguａgeaｓmeaｎsoffｏstｅｒｉｎｇstudents'ａbiｌitytolｅarn；leａrnｅrsshｏuldcomｂinelearnｉngandｕsｉnglangｕageｋnowleｄgeaｎddｅｖelopingａbｉlｉty。２。2SociolｏｇicalPerｓｐｅｃtivｅ2．2.1SocioｌogicalTheorｙBasisAcｃｏrdingtotｈerａt(yī)ioｎaleoｆｓｏcｉoloｇｙ，ｉnteracｔｉoniｓconsidｅredastheｍostbasｉcformｏｆteacｈｉnｇactｉvitiesItｉｓanessｅｎtialwａyforoｎe'sgroｗtｈanｄdeｖeｌopmeｎｔ.Interａctiｏnmustbeｒelａｔeｄtohumanｂeinｇｓ，withouｔthiscommuniｃationａndinｔeracｔiｏn，thｅｒeｉsnoselｆ-ｄeｖｅｌopment.Thｅnotｉonof“sｅlf-concept”ofＷiｌｌiamJameshｏldsthaｔｏnehａｓtｈeabｉｌitｙｄｕriｎgtheprｏcｅsｓofrebuildinｇtｈeworｌdaｎｄｄｅvelｏpiｎgｏnesｅlfthroughｉｎｔeracｔion.ＣｈarｌesCooney，througｈｈiｓｔheorｙof“LookingＧlassSｅｌｆ”，explaｉnthathowonecａndevelｏｐhiｍselfduringｃommunicａt(yī)ingwiｔhｏｔｈｅrs，especiaｌlyhｏwｔoｖaｌuehｉmsｅlfthｒｏughｉｎteraｃtion.Theｓｙsｔｅmof“sociａlstｕdyingtheoｒy"ｃreａｔeｄbyaｆａmousｐｓyｃｈoloｇｉstAlberｔBanduraisａnoｔhｅｒtｈeｏryｔhatsupｐorｔsmyｓtudｙ。Ｂandurａhaｓdｉvｉｄedtｈefactorsthataffectmｅｎtalｆunctｉoｎｉnｔhｒeecategｏrｉes：Envｉｒｏnｍent,BeｈavioranｄＰｅrson．HebelｉeｖeｓthaｔtｈｅmentaｌｆunｃtiｏｎofｈuｍａｎbeingsiscaｕｓedbｙｔｈｅinｔeractｉvｅaｃtioｎoｆEnviｒonmenｔ,BｅhaviｏｒaｎdPｅrｓｏｎ，aｎdanybｅhavioｒｏｆｈｕｍanbeingsisｔｈｅhｉstｏricａlreｓultｃausｅdbyinteracｔｉonaｍonｇｔhｅsetｈrｅefactoｒs．2.２。２TｅachiｎｇActｉviｔｉesａrｅInｔeｒａｃtionsTeachｉｎgactiｖitiｅsａrecoｎsidｅｒedａｓbａsiｃactiｖitieｓｏfhumａnbｅings.Ｉtｓｈｏwsａsocialrｅlａt(yī)ionshipｆroｍcoｎtenttoformat．Ｉtisasociａｌactｉvityiniｔsｅlf．Aｎdtheｂasiｃｆｏrｍistheinｔeracｔion．Actuａlly，theessencｅoftheｔeachiｎgaｃtiｖitiｅｓisjｕsｔtheinteraction；alｌtheteacｈingaimｓarerealizeｄbyinterａctioｎ.Iｎｏｒｄｅrｔopｒｏmｏtethedeｖｅlopmeｎtｏfbotｈthebodｙandmind,theclassｔeachingｍustobeytｈｅbasｉcｆormｏfinteｒaction．Whaｔ’smｏｒｅ,ｉtsｈoｕｌdcａｒｒyoｕtallｋｉndsofteaｃhｉngaｃｔiviｔieｓonthebasiｓofｉnteraction。ＡccordｉｎgｔｏthｅtheoｒyofGeｏrｇｅＨ．Meａｄ，nomatｔｅritisasoｃialinterａctionorａeraｃtion,itisthecommｕnicatｉonbｅtwｅｅnmａiｎboｄｙandobjecｔ。Ｔheｃlassteaｃhｉnｇｐrocessisjustmunｉcatｉｏnbeｔweentheｔeacherandthestudent，ｓotｈeefｆectiveｃlassteachingｉｎteractionshouldbebuilｔｏnｔheundeｒsｔandiｎgofbｏthsides，ａndthuｓ,tｈｅinteｒａctioｎcaｎｍotiｖatethestudentstoｌｅａｒneffｉｃiently.２。3.Ｃoｍmuｎiｃａt(yī)ｉｖePeｒspｅcｔｉveThelinguistsｏｆWilｋinｓ，Ｈymes，Ｃanaｌｅ，SwａｉnaｎｄHallidayareaｌlｔｈeadvocａt(yī)ｏrsoｆｉntercommunicativeteacｈiｎgthｅｏry。Intｈeiropｉnioｎs,Englishclasｓshoｕｌdbeaclａｓsthatisfullofcomｍuniｃatioｎandinteraｃtion。Oneofｔhemｓａidthat“ThｅessenｃeofEｎｇliｓhteaｃｈinｇiｓｔheｉｎtｅｒcｏmmunicaｔｉｏn。Wｉtｈoｕｔcomｍunicａt(yī)ionandiｎtｅraction,therｅｃｏuｌdｎ’teｘistｔheEnglishｔeacｈing”.Ｂrｏwn（2０0１）haspoinｔｅdouttｈaｔthｅesseｎceｏfintｅｒcｏｍmunｉcaｔｉoniｓbasedonthefollowingthreeprｉncipｌes：Firstistｈｅintercoｍmuｎicativeprincipｌethatistoｓａytｈｅcoｍmuｎiｃativeactｉｖitiescanhelpimｐroｖetheｓtuｄyiｎgｅｆｆecｔ．Ｓｅｃｏｎdisthetaｓｋpｒiｎcipｌeｔhａｔｍeaｎsｙｏurｓtudyeffeｃｔwillalsobeimprovｅdwhileｙouhａvｅfiｎｉshedｔheｔaskwithｔａｒgetlanguage。Lａsｔiｓthesｉgnificaｎceprinciple。Thatisｔosａythemｅａniｎgfulacｔiｖiｔｉesarｅbenefitialtostｕdy．WecanseefｒomthesｅprincｉｐlｅsthatinｔeｒcommunｉcativｅteａchingrequｉreｓthelearｎeｒｓｔｏsｔｕdyＥｎgｌishwhileｙｏuareuｓingtheEnglish。IｔemｐhasizｅsthattheEｎｇlishtｅａcｈingshouｌdｂestudent－centeｒed,andthｅsｔｕdｅｎtshoulｄparｔicipateｉｎtheclaｓsｔeachinｇacｔiviｔｉes。Aｔthｅsametｉｍe,ｉtdoesn’tｄeｎｙtｈｅeｆfectofｔheteachers；incoｎtrasｔ，ithａsahigｈeｒreｑｕiｒeｍenｔｏnteaｃｈers.Theteacｈeｒsarethehaｔｃhersoｆteａｃｈingａcｔｉｖitiｅs，andtheｙshｏｕldencourａｇeｔhｅｓtudenｔstointeracｔ.3．ＮewInteractiveEnglisｈCｌａssTeacｈｉｎgMｏdｅsAｎinｔeｒactiveclasstｅachingmodｅｉsaninteractiveaｎｄdevelopiｎｃesｓoftｅachingａｎｄlearｎing，ｄｕrｉngｗhicｈtｈeｓtｕdentsaｎdｔhｅteacherswilｌcoｍmunicatealot。Thrｏｕgｈtｈewａyoｆoptｉmiｚing“ｉnteｒaｃtivｅtｅaｃhing"，ｔｈeｒｅlatiｏｎshiｐｂetweｅｎｔheｓtudeｎtsanｄtheteａchｅrshａsbeenａdｊuｓｔｅｄ，ｔhaｔiｓtoｓaｙ,tｈiskiｎdofteａchingmodｅheｌｐstoｆoｒmaliveｌｙcｌimateincｌａsｓsoｔhatthｅstuｄentｓｗｉllputｔｈeirｍinｄｓintｏｆullplay.Ｔｈｅｉndｅpenｄｅntstｕdｙabilitｙhasbｅenprｏmｏtedａｎdtheteachｉngｅｆｆecｔhaｓbｅeｎadvａnｃｅd.Theprｏｍｉｎｅｎtcｈaｒacteroftｈisｔeａcｈｉnｇmodｅiｓ“ｉnterａcｔｉve”。Itｇｉvｅspriorｉtｙｔothｅｃommuniｃａt(yī)ionbeｔweｅnｔhestｕdentsanｄthetｅaｃhers．Inｌastsummｅrvaｃatｉｏn，IattｅndedtheadvａｎcedoｒaｌEngｌiｓｈtraininｇinthｅWebInｔernationaｌEngliｓhwherｅIｈaveexpｅriencedthｉsiｎteracｔivｅEngｌiｓhｃlａssｔeａchiｎgｍode.Ｆroｍmｙexpeｒienｃｅ，IwanttosuggestsｏmｅinｔeractiｖeEngｌishclassteachinｇmodesthaｔaresｕitablefｏrusstudentsｔoｒｅceivｅabeｔtｅrlearnｉngeffecｔfromtheｃｌasｓ。3．1Ｓtuｄeｎｔ－centerｅｄInteｒcｏmmunｉcａt(yī)ｉｖeＴｅaｃｈingModeWｈydoＩsuggestｔhisstuｄenｔ-ceｎｔerｅdinｔerｃｏmmuｎicａt(yī)ivetｅａｃhｉnｇmode?First，acｃordｉngtomyinvestiｇatｉonreｓultfrommyquestionnaire,tｈerｅasｏnmoｓtoｆthｅstudｅnｔsdonotlikeEngliｓｈcｌassistｈeteachｅrａctｓasaleaｄersothattｈesｔuｄentsaren’ｔwiｌlingｔotalkanｙmoｒe。Taｂle3：thｅresｕlｔoｆｉnveｓtigａt(yī)ｉonofthｅreasoｎwhysｔｕdeｎｔｓdoｎotlikeEnglｉshｃlaｓs（Qｕestion2:Wｈａt(yī)ｉｓthemainｒeaｓｏnｔhatyｏudoｎ’ｔlikｅＥnｇlishclass？)AnswerStudentsｉnUniｖersity（68人）Nｏ.(人數(shù)）Proportioｎ(比例)Teacheｒpossｅssesaleadｅrｒole.Ｗehａvenocｈanceｔｏｅxpｒessoｕrｏpiｎiｏｎ4２61。８%Itiｓｂoring12１7.６%Wearenoｔinterｅsｔediｎtｈeteｘtｂoｏk1420．6％Fｒoｍｔｈeabovetablｅｗecanｓeｅｔｈatｏｎｅoｆthemaiｎreasonstｈａt(yī)sｔudentsdonoｔliｋeEngｌishｃlassisteacheracｔstoomuｃhｉnｔheclass．“Inteｒactiveｂehavioｒamongｓｔudｅｎtsiｓｓimulateｄｂyｔhereｄuctionoftheteaｃｈer’scentralｉty。Ｗhiｌenowadａys,someＥnglishｃlasｓroｏmｉsstiｌldominatedbyateacｈer—centerｅdmethodｓ.Tｈｅtｅacherisｉｎcomｐletechargeｏｆｃlasｓactivitiｅs．”So，firstly，aｓtｕdｅnt－ｃenｔeredinｔerｃｏmmuｎicａt(yī)ｉveteachinｇmodｅisreallyinｎeed(Harmｅr，200０）.３。1.1SｃeneImｐｏrtiｎgＣreatinganEnglisｈintercｏmmuniｃativｅｓituaｔionandｐreseｎｔingｔheａｉmoｆdialoguetoｍotｉvatetｈestudents’intereｓtsofspeakingEnglｉｓｈ，tｈeｔeacｈerｍａyacｔａｓｏｎechａrａcｔｅrｔocreateadiａloguebyaｓkｉnｇqｕｅstiｏｎs．Forexample，ｉfthekｅｙpｏintｏftheclassistolearntｈeｓｅntenceformof“Whｅredoyouｔhinｋiｓｔｈeｂestpｌaｃeto.。．?”Theｔeaｃherwｏｕldacｔlｉｋeｔhis:“NｅｘtＳｕndaｙ,IｗｉlｌｇotｏShaｎghai,wherｅdｏｙouthinkistheｂeｓtpｌacｅtohａveabirdｅyeviewofShａnghａｉ？”Thｅn，theansｗerwilｌcomｅintobｅｉngfroｍｔhestｕdeｎtｓ?！癐ｔhinkthebｅstplacetｏhavｅabiｒdeyevｉewofＳhangｈaiistheOrｉeｎtalPｅａrl.”“ItｈｉnktｈeｂesｔplacｅtｏhaveａbiｒdeyeｖiewofShaｎｇhaiis…”Juｓtlikethｉspattｅrｎ，thestudentsａrespontaneoｕslyinvｏlvedinthisdialogｕe,andtheaiｍofinteｒcommunicatioｎisachiｅvｅd，tｈｅｄｉｆfｉculｔyoｆｔhelａｎguaｇepoinｔbｒeacｈｅｄ。Ｄuriｎgthｉsprocesｓ，tｈetｅaｃherssｈoｕldpayaｔtentｉoｎtotｈeｒｈythmｏfｔheclass，andｎotspendｔoomｕcｈtｉｍeoｎtheｓameｑｕestion，tomakesurethａt(yī)alloftheｌanguａgｅｐoｉｎtssｈｏuldｂeｃovereｄｓuｃcｅｓｓfulｌywithintｈeｃlａss。Bycreａt(yī)inｇｔhiskiｎdofdiaｌoｇｕｅ，ｔhestｕdentsmaybeｐersonallyoｎthescene。ThedesirｅtospeａｋEnｇlisｈisｉnspireｄ，andtｈｅmemｏrieｓoｆleａrningpoｉnｔsareｓｔreｎgtheｎeｄ。Ｆｕrtheｒmoｒe，onceｔｈeyareｉnｔｈesａmekiｎdofsituａt(yī)ｉｏn，thｅｙareabｌetotaｋeiｔeasｙ.SｏIｔhiｎksuchaｋiｎdoｆinteracｔivｅteachingmodｅｃaｎnoｔonlyhelｐsｔudｅnｔｓcultivａt(yī)etheirｌearniｎｇｍoｔivatiｏnbuｔaｌsoimｐrｏｖetheiroralEｎgｌish。3．1.2FrｅeＤiｓｃussｉoｎ Ｓtartadiscuｓsionｔｈataｉmsａｔstｕdｙcoｎtentandeffectwithintheｃlass。Thｅｔeachersｈouｌdencoｕragethestudentstocreatｅnｅwideａｓanｄｉmagｉnatｉonsandguiｄｅthestｕdentstopｕtｔｈeｉrｋｎowledgｅintoｆuｌlplａy.Beforeerａctiｖeactivity,ｉｔisbetｔｅｒtodiviｄethestudentsintｏseverａlｇroｕps，evｅｒyｇroupｉsｃoｍposedofnomorethanｆoｕrｏrsixpｅｒsonｓorthｅｃhａｎｃesofparticipatingforｅaｃｈoneｗillbereduced。Iｎordertotａkethiｓproceｓssｕｃcessfullｙ，theｔeachｅrshoulｄbeweｌlｐrepaｒeｄ,todesignａｔｏpicaｂouｔthｅstuｄeｎts’majoｒ，dａｉlｙｌiｆe，sｏcialfoｃus,etc。Mａkesｕｒeeverystudentwiｌlｇｅtinvｏｌｖediｎthistoｐiｃ，andcｒeatｅmorｅchａnｃesfoｒｔhｅmtospeａkEnｇｌｉｓhasposｓｉbleａｓthｅyｃan．Duriｎｇtheｉrdiscussｉon，ｒｅmｅmbｅrthattheｔｅaｃｈershｏuldｎ'tstaｎdｉnthepｌaｔforｍ.Thｅｙshｏuldwａｌkａｒｏｕｎdtheｇｒoupsｔoprovｉdetｈeｈelｐandｇivｅsｏmｅｓuｇgesｔｉoｎs.Sometimeｓitisaｌｓowisｅtoenjoytheirdisｃussion。Aftｅrtｈｅirdiscussioｎ,ａskonｅfromeachgrouptorｅporttheiｒrｅsult,ａndthenｔomakeaｃerｔaiｎｐositivｅcommentsｏthａt(yī)thesｔudｅntｓｗiｌlfeeleｎcoｕrageｄａftertｈｉｓｉｎteractiveactivity.Thｒoughtｈｅractiveteａchinｇmode，Ithinkthｅstudentsｗｉllhａvｅmoｒeenｃoｕragementandinterｅｓtｔｏexｐｒessthｅiｒoｐiｎionaｎddemanｄ．Theaｂｉliｔyoｆexｐｒｅｓsing，intercｏｍｍuｎicaｔingａｎdcoｌｌaboratｉｎgwiｌｌbｅimprｏveｄ.3.1．3RoｌlPｌaｙiｎgAｆtｅrdivｉｄinｇtｈeｓｔudｅntsｉntosoｍegrouｐs,eacｈgroupｃｈoosesapiｅceｏfmaｔeriaｌfroｍtｈeteｘtbookoｒtｈemａt(yī)eｒｉalｔheyareintｅrestedｉnaccoｒdingtｏtheiruｎｄeｒstandｉngofthissｔｕｄymａt(yī)erｉａl.Theｙactastheｉｒownｐart,anｄthentoｐeｒforｍtｈeirｐlａyintheｆrｏnｔbyｔurnｓ.Atｔｈiｓtｉme,theteacｈer'staｓｋｉstoactasａcoｎｓｕｌtaｎtorａnamａt(yī)eｕｒisｈjudｇe．He/ｓｈｅ’ｄbeｔｔｅrpｒompｔｔhestudeｎtsｒathertｈａnuｓｕｒpthehｏsｔ’srole,enliｇhteｎtheｓtudenｔs，bｒeaksileｎｃeanｄspeaｋＥnglishａsmuｃhａspossibｌe．Aｔｌast，thegroｕptｈatｉｓevａluatedtobｅtｈeｗorsｔperｆｏｒｍedshｏuldbｅ“puｎｉshed”，ｔhatｉｓｔostartanｅxtraｐｅrfｏｒmanceaccｏrｄinｇｔoonelisｔｅnｉnｇcoｍpｒehenｓion.Throuｇhthｉsactivity,theeｎthuｓｉａsmｏfｌｅaｒniｎｇiｓarｏｕsedａndｋnｏwleｄgeｉsstrengthened.3。2DｉvｅｒｓiｆiedＦormsｏfClaｓsＰracｔicｅＴeachingMode3.2．1ＯralEnglisｈPｒａctiｃeThｅactiｖｉtｉesofoｒａｌＥnglｉshｐrａcticeiｎｃlａsｓｃａnｐｒovideasceneｏｆsimuｌativeintｅrｃoｍmｕnｉcaｔioｎｆoｒｓｔｕｄｅntswｈilethereislacｋoｆtheａｔmosphｅｒeｏｆpｒactｉsiｎｇEｎglish.AmassofoｒalEnｇlishｐrａcticeiｓａkindofｌanguageinｐｕtasｗｅllａsｌanguageｏutpuｔｆoｒstudeｎts．Howｅveｒ,inｏuruｎiｖersity，theteａcherwilｌusuallypointouttheｓtudｅnｔ’slinｇｕisｔicmistaｋewhｉｌetheｓｔudentsｈaｖｅtheoralpractice.Thisｅrruptcommunicatｉon,sｏitshoｕldnｅvｅrbeapplｉedtoaniｎteraｃｔｉveｃlａssrooｍ.Inastudent—orientedcｌass，eｒrｏｒｓaｒｅconsideredtobｅｎaｔuｒaｌaccidentsonｔheｗayｔoｉｎterpersｏｎａlcｏｍmuniｃａt(yī)ioｎ.Theｔｅaｃhershouldfrequenｔｌyａｄｏpttheｆolloｗingcommunicａt(yī)ｉvebehａvior：Ｐayａt(yī)tentiontothemessagｅｏfsｔｕｄenｔs’uｔteranceraｔherｔhanｔotheformiｎwｈichｔheutterancesarecaｓt.Ｋeeｐcoｍmeｎtsanｄrepairsｆorlateｒ.Tｒeａt(yī)tｈecｏrreｃtionoｆｌinguiｓticerrorsasa“prａgｍａｔic”ｏｒｉnteraｃtiveadjｕstmｅntnotａsanｏrｍaｔiｖｅformofredｒeｓs（Ｂｒoｗｎ，2001）。ＷhaｔIsuggeｓthereinｔｈisoralpracticeclasｓｉstｈａｔｔhetｅachercouldoｒgａｎizetｈestudentstoreheａrｓeaplaｙindiffeｒentformsｏｆpairwｏrk，rowwork，teamwoｒｋ,ｅtc．Anｄallｔhｅpｒacｔiceshｏｕlｄbｅbaseｄｏnｔheｕｎdeｒｓｔanｄｉngoｆthｅleaｒningtａｒgeｔ。Ｆorexａｍplｅ，ｉｆｔhｅｌｅarniｎgtａrgetistomasterthｅpreｓentperｆect,theｎtheｔｅachｅrgivesｅachgｒoｕpatoｐiｃtｏｆormasiｔｕationtoｍakeonｅdiａｌogue。Iｆｏneｏfthｅgroｕｐsｒeｃeiｖesｔhetopiｃoｆ“ｗｈentｗofriendｓｗｈｏhａvｅpartedforａloｎgtimemeｅtinthestreeｔagaiｎoneday，usingｔhepｒeseｎｔperfecttｏfｏrmadiａloｇue．”Tｈestudｅntswｏuldactlikｅtｈis：Ａ：“Ｏｈ,Ｊiｍ！Whatas