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2.1 Overview of Interactive Approach
It is the heart ofcommunication in the era of communicative language teaching; it is whatcommunication is all about. In the process of interaction, we send messages; wereceive information; we interpret them in a common context; we negotiate meanings;and we collaborate to complete certain objectives. After decades of research aboutlanguage teaching and learning, we have found that it is through interaction itself thatwe can best leam to interact.Brown defines interaction as following: interaction is the collaborative exchangeof thoughts, feelings, or ideas between two or more people resulting in a reciprocaleffect on each other. Theories of communicative competence emphasize theimportance of interaction as human beings use language in various contexts toMiegoliale' meaning, or simply stated, to get one idea out of your head and into thehead of another person and vice verse (Brown, 1994:159)According to Allwright, interaction is a process through which lessons areachieved. We would be reluctant to admit that a lesson had happened if there is nointeraction in the classroom between teachers and students or among students.(Allwright 1984:159). That is to say’ language classrooms should be interactive.
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2.2 Theoretical Bases
Krashen.s famous formula “i + I” gives a further explanation about“comprehensible input”. In this formula, while “i,’ refers to learners' current languagelevel, “1" means the input material which is a bit beyond the current stage. Socomprehensible input should be controlled only at a slightly higher level comparedwith learners' current competence. If the input is i or i+2，there is no challenge at allor the message is too hard to understand, thus the acquisition can not occurTo make the input hypothesis more specific, Krashen describes somecharacteristics that ideal input must possess: 1) Be comprehensible. Onlycomprehensible input is of value and efficiency for learners while incomprehensibleone is equal to noise. 2) Be interesting and relevant. Learners can step forward in amore natural environment and pay more attention to the information itself instead ofgrammar and form if given interesting and relevant input. 3) Be ungrammaticallyordered. Because the acquisition of grammar knowledge will occur naturally andautomatically on the condition of sufficient and comprehensible input, 4) Besufficient. Tiie quantity of input is also very important. Learners who are exposed to agreat deal of language materials can onl> get a comprehensive understanding of thelanguage structure.
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Chapter Thiee Research Methodology.......19
3 1 Reseaich Objective.......19
3 2 Research Subjects.......19
3 3 Reseaich Instruments.......20
3 3 1 Questionnane.......21
3 3 2 Test3 .......22
4 Proceduie of Expeument.......23
4 1 Results and Analysis of the Questionnane.......23
4 1 1 Two Questionnaires for Experimental Class.......25
4 1 2 Two Questionnanes for Control Class.......28
4 2 Results and Analysis of Test.......29
Chaptei Five Conclusion.......32
5 1 Major Findings.......35
5 2 Pedagogical Implications.......39
5 3 Limitations of the Study....... 43
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