Problems and management of teaching models with multiple interactions in College English

Abstract

Teaching models with multiple interactions, based on the constructivism theory, significantly promote the communication and cooperation between teachers and students. Analysis of the processes in multiply interactive teaching models found that teachers, as the anticipators in the teaching activity, were lack of the flexibility in definition and style of manipulation, inefficient in the input and output of corpus, and undesirable for evaluation system, leading to inefficiency of teaching activity. Pre-construction of language information before classes, optimization of language communication circumstance during classes, desirable arrangement of teaching activity, and flexibility of organizing and teaching effectively stimulate students study interest, as indicated that students take initiative at teaching activity and master the obtained knowledge after classes. These may elevate the quality of multiply interactive teaching models in college English, increase students’ study capability, and enhance students’ enthusiasm. Appropriate comments by teachers may trigger students’ interest in learning, resulting in positive interaction between teachers and students.