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An Interactive Approach to Language Pedagogy.

The Principles of Optimizing Multimedia English Teaching on Creation of Context English teaching scenarios require teachers to engage in classroom teaching according to the real world. The main materials, rich emotional scenes and the specific atmosphere, inspire and attract students to take the initiative to study. As a result, they ensure the effectiveness of the multimedia context creation in English teaching. Multimedia technology is a remedial teaching method in addition to the traditional teaching process. The focus of ELT is still on students’ class activity; therefore, the design of multimedia courseware materials should be close to the content, identifying the entry point of the contents, and following students’ thought. In order to fulfill these goals, we identify eight principles to be noted in the process of optimizing multimedia English teaching in context creation, using different forms and methods to design all kinds of practical contexts for language students. We believe that these principles will fully embody the advantages of multimedia English teaching in achieving satisfactory results. 3.1 The Principle of Systematization Based on the linguistic theory of systematic functions of Halliday and Hasan (1989), the purpose of English teaching is the development of students’ Meaning Potential, which uses the cultural significance of the target language to raise the English communicative competence. Students not only learn the vocabulary, grammar, and text systems, but also the principles of cross-cultural communication and practices of special meaning systems, behavior, and choices in the language according to the context. The aim of English teaching is to provide students with such a learning environment and conditions. Multimedia and network teaching also provide a more advantageous condition for the development of Meaning Potential to students. For example, when we set the English curriculum for multimedia English teaching, we should consider the establishment of different systems of language teaching for the target language and then divide the learning process into different phases. Through the background and introduction processes, students improve their Meaning Potential in the various language networks in the project through learning and memorizing; through the construction learning process, students put these projects in the appropriate places in the system, from which the students learn the project by heart; through the choice learning process, students learn to choose their own language according to their needs, composing the communicative structure for the language environment, and grasping the Meaning Potential of the language.