Research on Interactive Teaching Method in Oral English Teaching

Interactive teaching method emphasizes the use of interactive activities in the target language to learn the language, so as to continuously improve telecommunications competence. In view of the existing problems in oral English teaching in vocational schools, this paper, based on the theory of interactive teaching method of linguists, explores the application of interactive teaching method in oral English teaching in schools, with a view to improving studentship English expression ability. With the rapid development of China's economy and increasing exchanges with the outside world, Chinese people have more opportunities to communicate with English-speaking people. Nowadays, China needs a large number of professionals who are competent in oral English communication. Oral English competence plays a very important role in communication. Whether we can communicate information, ideas and emotions in language is an indispensable part of smooth communication. However, the current general situation is that most students are not competent in oral communication, which brings challenges to English education. The reasons are complex, and the problems of teaching methods are one of the important reasons. In view of the existing problems in oral English teaching in Vocational schools, this paper, based on the theory of interactive teaching method of linguists, explores the application of interactive teaching method in oral English teaching in Vocational schools, with a view to improving studentship English expression ability. 1. Definition of interactive teaching method Interactive teaching method is an influential language teaching mode put forward by language teaching researchers in 1950s. It is a development form of communicative teaching thought. It follows the principle of "learning by doing", and transforms the basic idea of language use into a practical classroom teaching method. It is based on neurolinguistics theory, second language acquisition theory, learning theory and teaching theory. It emphasizes the use of interactive activities in the target language to learn the language, so as to continuously improve telecommunications competence. In the new English curriculum standard, the Ministry of Education of China clearly points out that it advocates students to realize self-worth and master language through interactive classroom activities of experience, practice, participation, cooperation and communication. Direct method, listening and speaking method, constitutional teaching method and 2019 International Conference on Arts, Management, Education and Innovation (ICAMEI 2019) Published by CSP © 2019 the Authors 506 communicative teaching method all regard the cultivation of oral interaction and listening and speaking ability as the main objectives of foreign language teaching. Oral English is closely related to listening, reading and writing skills. It is the basis of training reading and writing ability. Jeremy Charmer (2000) illustrates the importance of oral English teaching from three aspects. David Crustal (1997:84) points out that English is widely used as a mother tongue, a second language and a foreign language. The need of the development of modern society also proves the importance of oral competence in communication. Oral competence plays an important role in communication. Whether we can use language to exchange information, ideas and emotions is an indispensable part of smooth communication. Speaking is as important as listening, reading and writing. 2. Current Situation of Oral English Teaching in College English College English syllabus stipulates that college students should be trained to use English for daily communication. For College students, it is not only important but also imminent to improve their oral English ability. However, how to improve studentship English ability has always been a problem for English teachers. The actual effect of English teaching is not what we expected. Because of the influence of entrance, Chinese students only regard English as an exam-oriented subject, but neglect the real purpose of learning. In order to achieve the goal of entering a higher school, both teachers and students are busy doing a lot of exam-oriented questions. They have no time, energy, language environment, and even no motivation and interest to practice English. Therefore, telecommunications competence, especially oral English, is generally low in our country. College English oral teaching is time-consuming and inefficient. Students have studied English for many years, and their oral ability is low. It is difficult to communicate in English. After two years of study, only a few students can communicate with each other in English. Most students can not meet this requirement. The reasons are complex, and the problems of teaching methods are one of the important reasons. Reform teaching methods, improve the quality of English teachers, change teacher-centered teaching methods, let students become the masters of learning, strive to promote interlanguage learning activities, help students overcome anxiety and so on. Teachers should strive to promote friendship with students; tolerate sentimentalists, treat every student equally, pay attention to students with learning difficulties; guide students to master more cultural background knowledge; design various forms of interactive activities to encourage students to participate in order to promote the improvement of students' oral ability. 3. Principles of Activity Design of Interactive Teaching Method Purposeful learning activities should have a certain purpose, lack of purpose, no activity can be talked about, let alone effective and meaningful teaching activities. On the application of interactive teaching method in college oral English Teaching. The reality is that language is a tool of communication, so activities should reproduce the reality as much as possible, so that students can use language freely in real life. A hierarchical class is composed of students with uneven language proficiency and competence. Therefore, activity design should allow students at different levels to participate in the opportunity to learn something. Disinterestedness and accessibility An effective activity is interesting and can be accomplished through hard work. Because students are not interested in boring activities, they will lose confidence in too difficult activities. The ultimate goal of interactive language learning is to communicate, without peers, it is impossible to communicate. Therefore, activities should create conditions for students to interact with each other, so that students can cope with and speak the target language.