My scientific article will be directed on traditional and interactive methods of training. The article will contain examples and theories of recognized professors. This is a topic discussed and controversial in our time, this is the promotion of innovation in the field of education and teaching methods. I considered the various theories, and several areas of learning. Compare and made a few notes. My research exclusively scientific, aimed at improving and finding effective methods of training. The fact is that at the moment everyone is looking for the most efficient way possible to consolidate the knowledge as quickly as possible and storage them for long period.
As time goes by from centuries to centuries different attempts by language experts were done to ameliorate language teaching. Different experiments, tests and procedures were done to find out if mastery of a second language can best applied to students. There are those who would immerse the student to the target language for the student to grasp the language. Some used the ̈parrot-like method ̈ where it’s a repeat after the teacher style. While some made use of equipment such as electronic gadgets to amplify learning. There are many other ways experts used to make learning more easily but up to today researches, studies and experiments are still being made to make language learning easier.
The academe plays a vital role in guiding, directing leading and teaching English language to students to continuously enhance their communication skills as early as childhood. The learners, who are the target recipient of the second language learning, are so much influenced by music and film. They relate music and film as part of their system as an individual.
Skinner's Behaviorist Theory is one of the theories which is found relevant, a theoretical approach most frequently followed in schools today and which views language acquisition simply as a result of a set of habits. Skinner developed in 1957 the operant conditions - a method of training organisms - a technique which is by far effective in the classroom. It is believed that animals emit responses freely and the environment rewards some of these responses but ignores or punishes others. Accordingly, reinforcement tends to increase the probability that an organism emit the same response the next time it is free to do so. Following this technique, the assumption is that a learner gradually develop patterns of responses to specific stimulus when such responses are followed by particular reinforcements. 
The teaching-learning process is a two-way process in which teaching is the stimulus and learning is the response. Learning will occur only when learners react favorably to the environment stimuli. What the student learns depends on what the teacher does. The teacher is the facilitator of learning who provides the conditions for effective learning and who seeks to meet the needs and interests of the learners. This can be done through the use of various approaches in teaching-learning like the traditional method and activity oriented lessons.
In this study, there are two types of stimulus: the Interactive method and the Traditional Method of teaching similar to the theory of Skinner were used stimulus to gain learning. The organisms are the students and the response can be translated to achievement towards English. The variety of stimulation, which is the internal, cognitive and affective entries of the individual, affects the achievement of the students towards learning the subject. The external stimulation is translated as the incentives, that is, the acquisition of knowledge and the eventual grade that the student will receive at the end of the semester. The inhibitors are simplified in the aspect of self-image of the student in general and his/her self-image in terms of competence in English. The learner's habit is confined primarily to the prior training in English. The teacher and the interactive methodology are the two forms of reinforcement for the students.
Jean Lave (1977) in Situated Learning Theory argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs. This contrast with most classroom learning activities which involve knowledge which is abstract and out of context. Social interaction is a critical component of situated learning learners become involved in a “community of practice” which embodies certain beliefs and behaviors to be acquired. As the beginner or newcomer moves from the periphery of this community to its center, they become more active and engaged within the culture and hence assume the role of expert or old-timer. Furthermore, situated learning is usually unintentional rather than deliberate. Situated learning is a general theory of knowledge acquisition. It has been applied in the context of technology-based learning activities for schools that focus on problem solving skills. It is further accorded that learning requires social interaction and collaboration. This theory was utilized in explaining the use of interaction among or between students in order to learn specific tasks.
This theory is related to the present study considering that when a person watches a movie or listens to a particular music, the individual is “transported” from his present reality setting to the situation of the film or ambiance of the music. A new situation is created hence similar to the study of J.Lave in the discussed theory.
These theories have relevance to the present study since they both highlighted the importance of knowing the different theories and the teaching methods that stem from them to enable the teacher to understand what to use, thus be able to choose the right combination of methods to apply in the classroom. This way, students may have a better chance of learning the language and using it effectively. There are two ways how language teaching is done which this study would like to focus, one is the traditional and the interactive method of teaching.
Traditional Teaching Method always implies as lecture type method, wherein teachers exert much effort imparting knowledge by merely talking and discussing the rest of the period. The lecture in its many forms is the most commonly used method for transferring information in medical education. There are, however, serious questions regarding the effectiveness of the traditional lecture approach. Although the lecture method is used extensively in medical education, academic physicians often are not trained in giving effective lectures. There are presently many calls to move away from the traditional lecture to interactive computer learning systems that allow students access to information lecture when and where they need it. While this shift to “just in time” information provided by computer is occurring, there is and will continue to be, a need for educators who are prepared to deliver lectures.
According to history the lecture was established formally centuries also as a teaching process that began with a literal reading of important passages from the text by the master, followed by the master’s interpretation of the text. Students were expected to sit, listen and take notes. Similarly, in support of the lecture method in medical education, F.Vella recommended the use of active learning activities including analysis of case reports, problem-solving exercises, student presentations and students working cooperatively in groups.
Interactive studies using music and film study made evaluation questions easy to ask and often difficult to answer. The educator would like to know if the lecture made a difference, the effectiveness of lecture in transferring knowledge to the students, impact of the information, and the enjoyment of students in the lecture.
There are many ways an interactive teaching can be done inside the classroom one is the teacher may play music while reading the definitions, leaving time for listeners to draw images of the words. The teacher may use guided meditation to build a relaxed state containing memories of success before the listeners hear the definitions again. And the learners may even act out the words' meanings or construct stories of their own.
Language teachers are now infusing activity oriented instructional strategies into their teaching. Brain-based and second language acquisition research has shown that the old school method—assign a chapter, take a test, and discuss the test—will not result in quality and depth of thought. Language teachers who want to update, refresh, and rejuvenate their teaching should apply mind/brain learning principles. These principles can become the basis of second language teaching and learning at the highest quality levels. Activity shifting and teaching around the wheel of learning styles stimulate thought and action in second language learner classrooms. 
A teacher may use some examples of music and film lessons like peer teaching and group projects particularly those that promote group construction of knowledge, allow a student to observe other students' models of successful learning, and encourage him or her to emulate them social constructivism, self-efficacy, learning styles; varying instructional models that deviate from the lecture format, such as visual presentations, site visits, and use of the Internet, multiple intelligences, learning styles, self-efficacy; varying expectations for students' performance, from individual written formats to group work that includes writing and presentation, interpretation of theatrical, dance, musical, or artistic work, and performance of actual tasks at a work site attribution theory, conscientization, multiple intelligences, learning styles; choices that allow students to capitalize on personal strengths and interests self-efficacy, multiple intelligences, learning styles; overt use of socio-cultural situations and methods that provide authentic contexts and enculturation into an academic disciplinary community social constructivism, conscientization; course material that demonstrates valuing of diverse cultures, ethnic groups, classes, and genders conscientization, learning styles