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Abstract：According to the fact that the traditional English teaching puts more emphasis on vocabulary，grammar and literacy，which causes the students’ lack of using and developing language.It is expected that with the implications put forward in this paper，the interactive teaching can be widely adopted in the college English class.
Keywords：English teaching，interactive teaching，classroom environment，group activities，questioning strategies.
It is a general recognition that the essence of English teaching is not only to impart knowledge，but also to motivate the students to learn by themselves.In China，the traditional English teaching，to a great extent，emphasizes on vocabulary，grammar and literacy，which leads to a common phenomenon that the students lack their abilities in using and developing language.Under the background of “Consider students as teaching subjects”，one of the greatest challenges for the college English teachers is that they should apply cooperative teaching to the students in order to arouse and maintain their learning interests.Therefore，this paper proposes some suggestions for college English teaching to improve students’ learning efficiency and teachers’ teaching quality.
To Create a Good Classroom Environment
Classroom environment is put in the first place because it is the most basic and necessary element for the development of linguistic proficiency.That is to say，managing classroom environment well is the half beginning of the battle.Without a good classroom environment，everything about teaching and learning seems meaningless.If students are not at ease and do not feel good about the language they learn，there will be no communication.And it appears that students feel less nervous and have more confidence in practicing language in front of their classmates when they find themselves in a harmonious class.What’s more，such good classroom environment will benefit English teaching as well.That is，teachers can manage the class well when they find themselves teaching classes where the students have a friendly relationship and work well with each other.They will be more active during the process and may spend more time preparing teaching materials and activities，all of which will be conducive to their learning again.
To Implement Group Cooperative Teaching
Brady & Tsay claimed that students who fully participated in group activities，exhibited collaborative behaviors，provided constructive feedback and cooperated with their group had a higher likelihood of receiving higher test scores at the end of the semester（Brady & Tsay，2010）.Compared with traditional classroom teaching，group cooperative teaching makes students have more opportunities to communicate and to share ideas with their group mates. On the one hand，group work can reduce anxiety in classroom interaction.Thus，students are more willing to study in a group cooperative atmosphere because they can feel more relaxed and reassured.And they have more chances to exchange and organize their ideas to make sure that others understand what they are saying or trying to say.On the other hand，group work provides language learners with communicative language skills they are probable to use outside the classroom.Students can enhance their social competence and strategies in group activities.For example，students may have more opportunities to learn how to structure and express their opinions logically and easily.Group activities also provide students with chances to learn skills，such as how to summarize，infer and disagree.
To Employ Students’ Questioning Strategies
Since questioning is an important and commonly used teaching skill to prompt interaction between teachers and students，its effect and value are appreciated in language teaching and learning.But in reality，the role of questioning is almost dominated by the teacher，which is controversial to the nature of learning process.Employing questioning strategies in the classrooms means not just the teacher’s questioning，but also the students’.Therefore，it is suggested that employing students’ questioning strategies in the language classroom is a must.
Scholar J.T.Dillon analyzes the necessity of students’ questioning from the perspective of students’ questioning to teaching.He says that “students’ questions make the perfect opening for teaching to enter as well as for learning to ensure”.In other words，every time students put forward questions，the students’ brains for learning are turned on，which is also the perfect opening for teaching.Students’ questions play a vital role in teaching aims，and from that moment，the actions of students and teachers join in pursuit of the same objective—learning.
References
[1] Brady，M.& Tsay，2010.A case study of cooperative learning and communication pedagogy：Does working in teams make a difference？ [M].Journal of the Scholarship of Teaching and Learning，10（2），78-89.
[2] Dillon，J.T.1988.Questioning and Teaching：A Manual of Practice.USA：Teachers College Press，P22.
[3] Z.J.Qin，J.Y.Li.2013.Second language reading strategy research for 30 years：review and prospect [J].Foreign Language Teaching，（4）：43-49.
（作者單位：南昌工学院）
Keywords：English teaching，interactive teaching，classroom environment，group activities，questioning strategies.
It is a general recognition that the essence of English teaching is not only to impart knowledge，but also to motivate the students to learn by themselves.In China，the traditional English teaching，to a great extent，emphasizes on vocabulary，grammar and literacy，which leads to a common phenomenon that the students lack their abilities in using and developing language.Under the background of “Consider students as teaching subjects”，one of the greatest challenges for the college English teachers is that they should apply cooperative teaching to the students in order to arouse and maintain their learning interests.Therefore，this paper proposes some suggestions for college English teaching to improve students’ learning efficiency and teachers’ teaching quality.
To Create a Good Classroom Environment
Classroom environment is put in the first place because it is the most basic and necessary element for the development of linguistic proficiency.That is to say，managing classroom environment well is the half beginning of the battle.Without a good classroom environment，everything about teaching and learning seems meaningless.If students are not at ease and do not feel good about the language they learn，there will be no communication.And it appears that students feel less nervous and have more confidence in practicing language in front of their classmates when they find themselves in a harmonious class.What’s more，such good classroom environment will benefit English teaching as well.That is，teachers can manage the class well when they find themselves teaching classes where the students have a friendly relationship and work well with each other.They will be more active during the process and may spend more time preparing teaching materials and activities，all of which will be conducive to their learning again.
To Implement Group Cooperative Teaching
Brady & Tsay claimed that students who fully participated in group activities，exhibited collaborative behaviors，provided constructive feedback and cooperated with their group had a higher likelihood of receiving higher test scores at the end of the semester（Brady & Tsay，2010）.Compared with traditional classroom teaching，group cooperative teaching makes students have more opportunities to communicate and to share ideas with their group mates. On the one hand，group work can reduce anxiety in classroom interaction.Thus，students are more willing to study in a group cooperative atmosphere because they can feel more relaxed and reassured.And they have more chances to exchange and organize their ideas to make sure that others understand what they are saying or trying to say.On the other hand，group work provides language learners with communicative language skills they are probable to use outside the classroom.Students can enhance their social competence and strategies in group activities.For example，students may have more opportunities to learn how to structure and express their opinions logically and easily.Group activities also provide students with chances to learn skills，such as how to summarize，infer and disagree.
To Employ Students’ Questioning Strategies
Since questioning is an important and commonly used teaching skill to prompt interaction between teachers and students，its effect and value are appreciated in language teaching and learning.But in reality，the role of questioning is almost dominated by the teacher，which is controversial to the nature of learning process.Employing questioning strategies in the classrooms means not just the teacher’s questioning，but also the students’.Therefore，it is suggested that employing students’ questioning strategies in the language classroom is a must.
Scholar J.T.Dillon analyzes the necessity of students’ questioning from the perspective of students’ questioning to teaching.He says that “students’ questions make the perfect opening for teaching to enter as well as for learning to ensure”.In other words，every time students put forward questions，the students’ brains for learning are turned on，which is also the perfect opening for teaching.Students’ questions play a vital role in teaching aims，and from that moment，the actions of students and teachers join in pursuit of the same objective—learning.
References
[1] Brady，M.& Tsay，2010.A case study of cooperative learning and communication pedagogy：Does working in teams make a difference？ [M].Journal of the Scholarship of Teaching and Learning，10（2），78-89.
[2] Dillon，J.T.1988.Questioning and Teaching：A Manual of Practice.USA：Teachers College Press，P22.
[3] Z.J.Qin，J.Y.Li.2013.Second language reading strategy research for 30 years：review and prospect [J].Foreign Language Teaching，（4）：43-49.
（作者單位：南昌工学院）