论英语课堂中的假性互动_英语论文

On “False Interaction” in the EFL Classroom

摘要

互动是第二语言习得过程中不可或缺的一个环节。只要施用得当，互动能够很好地提高学习者的动机，继而提升其语言交流能力，促进语言习得。近年来，互动在英语课堂的作用开始受到重视，支持互动教学的理论也相当丰富。课堂互动是一种为达成某个目标，要求互动双方在过程中相互配合，发挥其参与性和主观能动性，通过交换有意义的内容，弥补信息差，从而对双方产生相互积极影响的教学活动。对照这些标准，不难发现：如今许多所谓的课堂互动，并不是完全意义上的、真正的互动，当然，也不可能达到有效互动的预期目标。这些假性互动（无效互动）可以进一步分为不完全互动，浅层互动和非真实互动。它们有着各自不同的表现形式和危害程度，在日常的课堂教学中，这些表面无害的互动实际上有着深远的不良影响。对假性互动现象有所察觉并加以警惕，就是减少或避免假性互动的良好开端。

关键字：英语教学；课堂互动；假性互动；危害

Abstract

Interaction plays an indispensable role in second language acquisition (SLA). Implemented with proper skills, interaction will function as a great motivator in the EFL classroom, and thus encourage learners to improve their communicative competence. In recent years, interaction has drawn increasing attention with its potential value being recognized in the EFL classroom. It bridges the information gap by meaningful content through communicators’ reciprocal cooperation with understanding and subjective initiative, with a clear task or purpose, and eventually makes a difference to both sides. Regarding the foregoing definition as a standard and comparing it with the actual situation, people may easily notice that much of so-called class interaction is not interaction in its real sense; it is rather false, or ineffective, interaction which has a long distance from people’s expectation to real interaction. Various false interaction can be classified roughly into incomplete interaction, superficial interaction, and unreal interaction. With different forms of existing, these three kinds of false interaction have negative impact on varying degrees. In the daily EFL classroom, false interaction produces far-reaching effects, but is often neglected. Considering that false interaction is pervasive in the EFL classroom, it will be a breakthrough for reducing and even avoiding false interaction to become aware of and alert against such a problem and its potential harm. 

Key words: EFL teaching; class interaction; false interaction; harm