| 1． Introduction | 第1-14页 |
| 1．1 Background and the ineffectiveness of traditional approach | 第10-11页 |
| 1．2 Description and analysis of the models influencing current teaching practice | 第11-14页 |
| 1．2．1 The grammar translation method | 第11-12页 |
| 1．2．2 The PPP method | 第12-13页 |
| 1．2．3 The audiolingual method | 第13-14页 |
| 1．3 Research questions | 第14页 |
| 2． Theories relevant to the present research | 第14-44页 |
| 2．1 Second language learning theories relevant to the research | 第14-28页 |
| 2．1．1 Cognitive psychology | 第16-23页 |
| 2．1．1．1 Information processing | 第17-18页 |
| 2．1．1．2 Constructivism | 第18-23页 |
| 2．1．2 Humanistic approaches | 第23-27页 |
| 2．1．2．1 Erik Erikson | 第23-24页 |
| 2．1．2．2 Abraham Maslow | 第24-25页 |
| 2．1．2．3 Carl Rogers | 第25-26页 |
| 2．1．2．4 Implications of the humanist approach | 第26-27页 |
| 2．1．3 Social interactionism | 第27-28页 |
| 2．2 Researches of communicative language ability | 第28-43页 |
| 2．2．1 A brief introduction to the research of speaking | 第28-30页 |
| 2．2．2 The concept of communicative language ability | 第30-31页 |
| 2．2．3 The components of communicative language ability | 第31-43页 |
| 2．2．3．1 Linguistic competence | 第31-32页 |
| 2．2．3．2 Pragmatic competence | 第32-35页 |
| 2．2．3．3 Discourse competence | 第35-38页 |
| 2．2．3．4 Strategic competence | 第38-39页 |
| 2．2．3．5 Fluency | 第39-43页 |
| 2．3 The reasons of interactive language teaching | 第43-44页 |
| 3． A rationale for interaction-based instruction | 第44-57页 |
| 3．1 Definitions of interaction | 第44-45页 |
| 3．2 Interactive principles | 第45-49页 |
| 3．2．1 Enhance intrinsic motivation | 第45-46页 |
| 3．2．2 Create learner automaticity | 第46页 |
| 3．2．3 Develop learner's communicative ability | 第46-47页 |
| 3．2．4 Invest in learners' language learning strategies | 第47页 |
| 3．2．5 Interlanguage | 第47-48页 |
| 3．2．6 Build up apleasant and supportive learning environment | 第48页 |
| 3．2．7 Create good teacher-student relationships | 第48-49页 |
| 3．3 Research into roles of the interactive teacher | 第49-51页 |
| 3．3．1 The teacher as controller | 第49-50页 |
| 3．3．2 The teacher as director | 第50页 |
| 3．3．3 The teacher as facilitator | 第50页 |
| 3．3．4 The teacher as manager | 第50页 |
| 3．3．5 The teacher as resource | 第50-51页 |
| 3．4 Research into roles of the interactive learners | 第51页 |
| 3．5 Foreign language interaction analysis | 第51-53页 |
| 3．6 Questioning strategies for interactive learning | 第53-57页 |
| 4． The implications for classroom practice of interactive language teaching | 第57-82页 |
| 4．1 Questions and feedback used to encourage students to interact | 第57-62页 |
| 4．1．1 Questioning | 第57-58页 |
| 4．1．2 Giving feedback | 第58-62页 |
| 4．1．2．1 Accepting a student's answer | 第58-59页 |
| 4．1．2．2 Asking questions | 第59页 |
| 4．1．2．3 Nominating | 第59-60页 |
| 4．1．2．4 Checking | 第60页 |
| 4．1．2．5 Giving opinions | 第60-61页 |
| 4．1．2．6 Evaluating | 第61页 |
| 4．1．2．7 Providing Guidance | 第61-62页 |
| 4．2 Let students do most of the talking | 第62-63页 |
| 4．3 Talking with students about spoken English | 第63-65页 |
| 4．4 Making accuracy-based practice meaningful | 第65-68页 |
| 4．4．1 Contextualized practice | 第65-66页 |
| 4．4．2 Personalizing language | 第66-67页 |
| 4．4．3 Building awareness of the social use of language | 第67页 |
| 4．4．4 Building confidence | 第67-68页 |
| 4．5 Group work | 第68-79页 |
| 4．5．1 Advantages of group work | 第68-70页 |
| 4．5．2 Implementing group work in ESL classroom | 第70-79页 |
| 4．5．2．1 Selecting appropriate group techniques | 第70-76页 |
| 4．5．2．2 Planning group work | 第76-78页 |
| 4．5．2．3 Monitoring the task | 第78-79页 |
| 4．5．2．4 Debriefing | 第79页 |
| 4．6 Treating error in the classroom interaction | 第79-82页 |
| 5． Conclusions | 第82-84页 |
| References | 第84-88页 |
