【文章內(nèi)容簡介】 Student speaking to group members (7) Student speaking to the whole class ( 1987) The first two types of interaction are the most monly occurring types in the language classroom. Research studies carried out few years ago (Norman and Sprinthall, 1990) in the middle school, demonstrated that the interaction patterns in the classroom have not changed much in relation to the interaction that their talk consisted of question. Some researchers hold that real munication can only be realized in the classroom when the teachers’ questions are of referential questions。 some other researchers argue that the pedagogical nature of the classroom activities makes its discourse distinct to a certain extent from the nature discourse outside the classroom. However, whether classroom interactive is municative or not should not be judged by whether the referential or display questions are used, but by whether these questions are meaningful in the context, whether the interaction initiated by the questions promotes the prehension of the language input and whether the teacher’s questions elicit the students responses out of independent thinking. The third type of interaction refers to the teacher participating students’ group work, helping students go deep into the discussion by contributing their ideas to the subject. At this time, the teacher plays a role of a facilitator in learning. The fourth type of interaction means that it is the learner instead of the teacher who initiates the question. When this occurs, it is regarded as learner initiative. Learner initiative is mon in the studentcentered classroom, but rare in the teacher centered classroom. The fifth and sixth types are usually called pair work and group work。 the latter is inevitably linked to tasks. Researchers advocating group work believe that these two types of interaction can provide more opportunities for language production, and collaborative work facilitates learning. The seventh type is most worth remending in the middle school. The students are required to demonstrate the principles and techniques which they have learned after each major unit of the course and play exactly the role of the teacher. They need to have a good digestion of the topic that they deal with and take charge of the whole working process, from writing handouts, designing tasks, organizing classroom activities, answering the students’ and sometimes, the teachers’ questions and summarizing the principle. It is significant in terms of learning and petence development. ( Brown, 2001) Advantages of interaction The interaction in the form of meaningful negotiation facilitates the prehension of language, fosters students’ English development or acquisition. Interaction can stimulate students’ enthusiasm to practice languange and increases students’ exposure to the language. In interactive language teaching, the teacher trains and develops students’ ability to municate in English. Interactive teaching can also arouse students’ enthusiasm, initiative and originality and make them open their mouthes to speak English. The most important function of interactive teaching is that it can help promote students’ motivation and stimulate them to learning English well.(He Minhui, 2003) Interactive activities in cooperative learning Traditionally, teachers adore petitive or individualistic learning where students are believed to be highly motivated to learn English. However, many studies show that cooperative learning is more effective to increase students’ learning than petitive or individualistic learning experience because it is less threatening for many students。 it increases the amount of student participation in the classroom。 it reduces the need for petitiveness。 and it reduces the teacher’s dominance in the classroom. In cooperative learning, the most mon interactive activities can be classified into two kinds: pair work and group work. （Wang Qiang，2000：98）Pair work is suitable for a group of only two. It is more appropriate than group work for tasks that are short, linguistically simple and quite controlled in terms of the structure of the task. Appropriate pair activities include: 1. practicing dialogue with partner。 2. doing exercises。 3. quick brainstorming。 4. performing certain meaningful substitution “skills”。 5. checking written work with each other. Pair work enables the teacher to get students engaged in interactive munication within a short period of time, which increases students’ attentiveness and willingness to participate. Group work involves a small group of students working together. It elicits discussions and negotiations of meaning among students about a question or theme suggested by the teacher. Selecting an appropriate task plays a very important role in promoting successful group work. Typical group work includes games, roleplay and stimulations, drama, projects, interviews and so on. Studies show that such tasks generate authentic language, because active student involvement engage students’ motivation and interest, help students think about and live the target