【正文】 Communication Wang Haiyan School of Foreign Languages and Literature, Longdong University 1. Introduction Research background In 1972, Hymes first brought up municative petence。 it has aroused great response in both linguistic and applied linguistic areas. In recent years, municative approach or municative language teaching has been largely encouraged in China and developing language learners39。 municative petence has attracted people39。s great attention, so the deafanddumb English phenomenon in English leaning has taken a favorable turn. To help students bee more aware of the importance of oral English and ultimately acquire the munication ability, the CET Band 4 and CET B and 6 examination mittee, according to the description in College English Teaching Syllabus, carried out the CET Spoken English Test to enhance students’ oral English municative ability. However, quite some students still have great difficulty in interactive munication, and they often feel at a loss when involve in facetoface interaction. This imply that their municative petence can be called “onewaymunication”, which is far from only be the real municative petent “interactive municative petence. Research questions and their significance It is crucial to help develop English learners39。 municative petence from oneway presentation to interactive munication. And it is not difficult to understand that the development of learners39。 municative petence lies in the development of their interactive munication petence. What is “interactive municative petence” and what are main factors affecting English majors’ oral interactive munication, after then what should be done to develop learners’ interactive munication petence is what this thesis addresses in the following chapters. Language is a tool for human munication. The aim of a foreign language teaching is xi to help learners to achieve skills to use the language in munication. However, for quite some time, English teaching in China has been greatly influenced by Grammar Translating Method and Audiolingual Method. As we all know, both . Method and Audiolingual Method are teachercontrolled, and they are formoriented rather than meaningoriented. Students are responsible for passively takingin the rules of grammar or memorizing structures and drills, with focus on grammar, translation accuracy and reading. As a result, even after two years of college English study, students are still unable to transfer skills acquired to real munication outside the classroom. With the rapid development of our society, and increasing interaction with foreigners, more and more people consider English as a necessary tool to get in touch with the outside world. The inadequacy in their oral municative petence bees the bottleneck to further individual development. The first chapter deals with the definition of interactive munication, theoretical basis of interaction and shows two main interactive models in the present classroom. The second chapter from teachers, students and teaching process these three aspects to analysis the main factors affecting English majors’ oral interactive munication. The author finds that teachers play an important role in cultivating students’ interactive municative petence and students’ confidence and motivation is also very important in this, the other is the teaching process, an interesting teaching model can motivate students’ learning enthusiasm. The third chapter presents three strategies to improve English learners’ oral interactive munication, which are creating realistic munication environment, using authentic materials and designing munication environment. The last part of the paper summarizes the whole discussion. The author points out that teacher play the most important role in cultivating English learners’ municative petence. With China’s extensive contacts with the outside world, English is being increasingly important, which undoubtedly requires learners39。 strong municative petence. The development of learners39。 municative petence mainly lies in the development of their interactive municative petence. And it is possible and feasible to develop and foster learners39。 interactive municative petence by some effective ways. Definition of Interactive Communication xii This concept Communication is at first by the American social linguist Dwell Hymes proposes. He thinks, munication ability to a language is not only includes the form of understanding and mastering, but also including when and where, in what way to who used properly language form of munication for understanding and mastering. Interaction is the collaborative exchange of thought, feelings or ideas between two or more people resulting in a reciprocal effect each other. Interaction will not only be as a facilitator of L2 input prehension, but also that of interlanguage production and modification (Swain, 1995, Long, 1996). Brown (Brown, 20xx:159) treats interaction as the exchange of ideas or opinions between two or more people collaboratively, which has various effects on the persons involved. Wilga Rivers describes his understanding for interaction. Though interaction, students can increase their language store as they listen to and read authentic linguistic material, even the output of their fellow students in discussions, skits, joint problemsolving tasks, dialogue journals. Flanders (1970), Fanselow (1977), Allwright (1980) and Moskowitz (1971) all believed that interaction is related to mutual influence between teacher and students in second language acquisition. The participant created and negotiated all meaning is in the interaction. Theoretical Basis of Interaction Interactive teaching approach is a linguistic collaborative activity involving the establishment of a triangular relationship between the sender, th