【正文】 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。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。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。s responsibility to anize the classroom as a setting for munication and municative activities. Guidelines for Classroom Practice (Littlewood, 1981。t give actively cooperate with class teaching. Teacher assign