摘要
From the perspective of the sociocultural theory （SCI）, this article examines Chinese students＇ present states of English academic achievements in some private colleges by investigating teacher-student interaction. It then analyzes underlying factors influencing learner＇s academic ability. Finally it investigates some efficient class teaching strategies to promote their academic development, using class interventions such as the know-want-learn strategy （KWL）, the object-explore-success-happy strategy （OESH）, the cooperative project between students and teacher＇s strategy （CPST） and so on. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners＇ wisdom so as to enhance learners＇ English academic achievements from the affective perspective.
