Author(s)

Jingmiao Zhao ¹

Affiliation(s)

¹ College of Foreign Languages and Cultures, Sichuan University, Chengdu, China

Corresponding Author

Jingmiao Zhao

ABSTRACT

How to cultivate students’ communicative competence has become one of the core contents of current college English teaching. Facing the new challenge, Interactive Teaching Approach emerged and has been favored and advocated by domestic and foreign education scholars. Based on the theory of Constructivism, Krashen’s Input Hypothesis and Interaction Hypothesis, this paper conducts a qualitative analysis of previous studies tentatively. By studying the actual situation of college oral English teaching and the current research status of the Interactive Teaching Approach, this paper analyzes the application status and its advantages. The study indicates that the domestic college English teaching environment should be improved and teachers fail to give students adequate guidance and sufficient training. This study also finds that Interactive Teaching Approach is effective to improve college students’ communicative competence based on previous researches. The results show Interactive Teaching Approach contributes to lighten students’ learning passion, promote the interactive teaching climate and improve the efficiency of college oral English teaching. The author hopes that this study could help the application and popularization of the Interactive Teaching Approach in college oral English teaching, and contribute to the reform of college oral English teaching.

KEYWORDS

Interactive Teaching Approach, College Oral English Teaching, Communicative Competence

CITE THIS PAPER

Jingmiao Zhao. An Analysis on the Application of Interactive Teaching Approach in College Oral English Class. Advances in Educational Technology and Psychology (2021) 5: 145-153. DOI: http://dx.doi.org/10.23977/aetp.2021.57021

REFERENCES

[1] Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.
[2] Palincsar, A. S., & Brown, A. L. (1984). The reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
[3] Hathaway, D. H. (1974). Foundations in sociolinguistics: An ethnographic approach. London: Tavistock Publications.
[4] Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
[5] Gass, S. (1997). Input, interaction and second language learner. Mahwah, NJ: Lawrence Erlbaum.
[6] Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. &Madden, C. (Eds.). Input in second language acquisition. pp.235-253. Rowley, MA: Newbury House Publishers.
[7] Long, M. H. (1983). Does second language instruction make a difference? A review of research.TESOL Quarterly,17, 359-382.
[8] Rivers, W. M. (1987). Interactive language teaching. Cambridge University Press.
[9] Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals by a committee of college and university examiners. New York: McKay.

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