影响英语专业学生口语互动性交际的主要因素毕业论文(编辑修改稿)

影响英语专业学生口语互动性交际的主要因素毕业论文(编辑修改稿)内容摘要：

e receiver and the context of situation (Wells, 1981:29, 467). It is the interaction between teacher and student, student and teacher, student and student, student and authors of texts, and student and the munity that speaks the language (Rivers, 1997:6). The purpose of language teaching is to develop learner39。 s municative petence (Li Guanyi, 1995). It includes the Social inter actionist theory, behaviorism theory, the information processing theory and constructive theory. Two Main Interactive Models in the Present Classroom There are two main interactive patterns in the present classroom, traditional teaching model and interactive munication model. Teaching and learning is a whole process during a class, teachers’ task is to a municative environment for students, while students should participant in the activity actively, thus made a class interest and effective. Traditional model xiii According to the objectivist epistemology, learning can be greatly accelerated if instructional presentations are clear, rule out likely misinterpretations and facilitate generalizations. Influenced by behaviorism, the traditional translation teaching model denies the assumption that learners will naturally gain knowledge on their own. Instead, it provides learners with systematic instructions. The basic ponents of traditional translation teaching include setting clear goals for learners, making sure they understand these goals, presenting wellanized assignments, giving learners clear explanations of the subject, providing learners with opportunities to practice what they have learned. In a traditional translation, the teacher first spends some time lecturing on translation theories and skills, then assigns exercises to learners, makes ments on their translations and finally offers socalled correct answers. The traditional translation teaching model has been proved effectively especially in teaching relatively simple information and basic skills. In this model, the teacher has control of the limited class time and knowledge. Besides, it is easy to monitor learners. Nevertheless, this is a teacherdirected model which fails to bring the role of the learners into full play. Besides, the teacher cannot appraise what each learner needs, so will he be unaware of why some learners lose interest and are passive in learning. The traditional model bees more and more inmensurate to the requirements of the translation profession. According to Kiraly (20xx, p. 207), the inertia of the conventional trialanderror approach to teaching is still a force to be reckoned with, grounded as it appears to be in a pervasive folk theory of learning. He describes the traditional translation classroom as anized around a single behaviorist principle: One learns how to translate by translating (1995, p. 7). He uses socialconstructivist theory to critique the traditional teachercentered method of translator education and to propose an alternative approach based on collaboration among and between teachers and students. Therefore, many scholars have devoted themselves to pursuing new translation teaching models which emphasize learners39。 subjectivity, learners39。 knowledge construction and their improving translation petence. The interactive translation teaching model is one of them. Interactive Communication Model Since the 1970s, interaction in learning has been taken as a priority. Many scholars draw xiv attention to the importance of interaction in teaching. According to Rivers (1987), language teaching was a process of interaction, in which teachers should set up create as many opportunities as possible for learners to master the language, a good environment, and turn from the teachercentered into the learnercentered model so as to stimulate learners39。 initiative, cultivate their creative thinking, build up their confidence and empower them to be independent. Vygotsky reminds us that all knowledge is situated in culture and time and that what bees personally meaningful has been shaped by our interaction with other human beings (Confreyamp。 Gale, 1995). Joan Kelly Hall (20xx) held the view that as learners engage over time in their recurring interactional activities, they select and attend to specific kinds of information, locate patterns of actionsininteraction, hypothesize about the meanings and motivations of others39。 actions, and test to see if their intended goals are met in the interaction. The environment of teaching has been discussed by many scholars. Feng Yihan (20xx) discussed incorporating puter technology into the teaching of translation. The puterized classroom provides teaching and learning translation with a puter work. Then, a classroom will bee a translating munity. Yin Pi39。 an (20xx) and Gu Jianmin (20xx) emphasized the interactive translation teaching with the aid of multimedia. Su Baoying, Gao Wanwei, Wang Detian (20xx) studied the conditions of the interactive translation teaching model, including social condition and technological condition. Zhu Xianlong (20xx) emphasized the subjectivity and the interactive atmosphere in the classroom situation. Under different conditions, the interactive translation teaching model plays an important role in teaching and learning. Lu Ying (20xx) highlighted the working condition of the interactive model, thinking that multimedia work technology helped provide a favorable interactive environment with a larger space for learning with the help of work. Activities are essential methods in the interactive model. Zhou Ping (20xx), through her own research, concluded that there was a significantly greater occurrence of negotiation of meaning in the pair or group activities than in teacherfronted formats and that during the actual interaction, negotiation of meaning on the part of both students and teachers facilitated the student。