Significance of the interactive Approach in oral Enlish Teaching

Countless evidences prove that the interactive approach is of great significance in training and improving students’ oral English and communicative competence. The following part will analyze that through two aspects:

3.1 Cultivation of the students’ motivation

Motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action. When motivations are positive while leaning, they sustain involvement and deepen interest in the subject matter or activity. Motivations gives rise to learning method, which affects classroom interaction, then the interaction influences mood, which decides learning results and the realization of learning purpose. Learning is motivated by a condition of learning or biologically determined by need; because of this need the person is to be active. The duty of the teacher, then, might be to arrange situations in the classroom, so you will feel a need when you face with a problem, which they are supposed to solve. As a result of this need, it is hoped that the students will engage in appropriate activities such as reading, discussing materials that could be involved in the eventual solution of the problem, or in some other ways to gather information to the solution. As a result of such activities, he may discover the solution to the problem or the teacher may help to guide him to its solution. If such a discovery of a solution fills a student with wonder and joy, the student will likely want to take part in more of the same situation in future.

In meaningful interactive situations, such as the speaking activities, students get interested and highly motivated. Their knowledge about language, creative and productive ability, and potential of communicative competence is most likely to be brought into full play and students’ oral work like this, students also review the material they have just read and reinforce what they have learned.

3.2 Improvement of the effectiveness in English Language Teaching

Interactive Approach enhances students’ comprehension of English. Learners learn English through the interaction between thought and experiences and through the development of more complex cognitive structures. It aims at students’ overall language competence. The classroom teaching, being student-centered, task–oriented and problem-solving, provides learners with as much real practice as possible. The students are actually using the language in all learning activities rather than merely learning about it. The teacher’s role in the classroom teaching, on the other hand, is brought into play as a “designer” of the teaching plan, an “organizer” or“ conductor” of the teaching activities and moreover, a “facilitator” of language acquisition process. We put emphasis on the combination of language form and meanings. It demands situational practice so as to take the place of mechanical drills with meaningful drill, and replace structural drills with practical drills. The main function of language is to communicate with others and the application of the language is dependent on all qualities of the user.

The teacher sets up conditions for learning such as grouping or timing, and employs materials and other equipments and the procedures lead to specific classroom activities. A learner needs a responsive environment in which consideration is given to the learner’s individual style as an active and self-regulating learner, learning is problem solving based on personal discovery. The score of language courses is a series of communicative activities and that the syllabus should contain a series of communicative activities organized round a certain principled center. The teacher as a facilitator, provide the nurturing context for learning and not to see his mission as one of rather feeding students quantities of knowledge that they subsequently devour. Classroom activities and materials in language learning should therefore utilize meaningful context of genuine communication with persons together engaged in the process of learning.

Interactive Approach can improve the learners’ communicative competence and performance. Language communicative competence can be rapidly improved by practice. We know the students understand the grammar rules and are very good at multiple-choice tests, but their oral skills are so poor that they are often frustrated when trying to express themselves even in the simplest English. This is understandable because speaking is never tested and is continually neglected throughout their English studies. This lack of oral ability indicates that their main problem lies in a lack of practical application. So the teacher make the classroom the places of language practice, help the students to be the actor during the learning process and make them be the subjectivity in the learning course. Let the students practice a lot and actively involve in the interaction to promote their language communicative skills and competence under self-conscious of improving their learning. The teacher creates the suitable settings for the students to learn English. Language teaching without the situations can’t stimulate the students’ learning interest or improve their comprehension and knowledge or realize the exchange of knowledge and competence. Language interaction without the situation can’t be realized and can’t exist. Interactive classroom teaching makes it possible for the students to practice a lot and actively involve in the interaction to promote their language communicative skills and competence.

In a word, interaction can promote language learning from following aspects. On one hand, it enables the students come into contact with real meaning materials. And it creates negotiation communicative chances, which can make the students have learning activities on the premise understanding language meaning. On the other hand, the interactive approach enables the students to have more chances to use new language items and the language knowledge they have learned. Moreover, it can train the students’ communicative strategies, such as how to communicate with a partner and to clarify or prove what they are learning, how to repeat and how to use some other ways to remedy the defect of their own expressions.