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mentfor the development of theory system and Reference for the research system. With regard topractical aspect, on the one hand, interactive mode will enrich vocabulary teaching modelsfor English teachers. On the other hand, students will be provided more chances toconstruct knowledge by interactions under the teacher’s direction, which will developcommunicative ability and autonomous learning ability to improve their vocabularylearning efficiency.
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Chapter Two Literature review

This chapter contains five parts in total. The first part reviews the literature ofinteractive mode, including its definition, patterns, principles and related studies at homeand abroad. The second part introduces constructivism from three aspects: the introduction,constructivist view on learning as well as teaching and the connection betweenconstructivism and interactive mode. The third part reviews studies on English vocabularyteaching and the application of interactive mode to English vocabulary teaching. Thefourth and the fifth part describe studies about leaning interest as well as learning strategyrespectively.

2.1 Interactive mode
Since interactive teaching mode was proposed as a new kind of teaching method inthe early 1970s, it has been developed into a pedagogical system and extensively employedin western countries. Wilkins (1972) puts forward the communicative approach, which isthe predecessor of interactive teaching mode actually.As students and teachers of EFL, “interaction” is a quite important word in theinteractive mode. However, what is “interaction”? Encyclopedia of China, Sociology (1984)provides the definition that interaction is a process which is made up of self-interaction,interpersonal interaction and social interaction. Brown (2001:159) proposes that“interaction is the collaborative exchange of thoughts, feelings, or ideas between two ormore people resulting in a reciprocal effect on each other.” Medgyes (1994) holds thatinteraction is a two-side communication between the teachers and students. There shouldbe interaction between teachers and students in order to teach effectively. From theperspective of the linguistic interaction, Wells (1981) defines that it is a collaborativeactivity, which includes the construction of the triangular relationship among theinformation sender and information recipient, together with the context.There are many other viewpoints of interaction among researchers and scholars. Yet,there is no need to present their interpretations one by one. But some features of interactioncan be summarized from concepts. On the one hand, interaction attaches importance totwo-way relationship and requests individual participation and experience. On the otherhand, in the interactive classroom, interaction lays stress on equality and cooperation andasks students to deliver their ideas to other students and understand others.
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2.2 Theoretical foundation
Constructivism theory as the theoretical foundation of interactive mode will bediscussed in this section. To be specific, general meaning of constructivism and its mainrepresentatives together with standpoints are described. Meanwhile, constructivist view onlearning as well as teaching and the connection between constructivism and interactivemode are explored in detail.Constructivism theory as an vital branch of cognitive learning theory, it is firstlyproposed by the well-known Swiss