This paper aims at demonstrating how the Interpretive Theory can be applied to giving feedback to the student when teaching interpretation in the classroom and further extending such interpretive approach to practicing outside the classroom. To that end, it briefly reviews the Interpretive Theory and presents the interpretive feedback model that serves as a yardstick. This approach enables not only the teacher to give positive feedback in the classroom but also the students to find out why the interpretation went wrong by evaluating their colleagues or themselves outside the classroom, thereby identifying their weaknesses on their own or through the help of their study partners. The rationale for this study as well as the characteristics of the interpretive feedback model are also discussed.
