A Study On The Interaction Between Teachers And Students In Foreign Language Listening And Speaking

Under the direction of the Interaction Hypothesis and the Discourse Analysis Model of Birmingham School, this paper takes the oral teaching of the elementary, intermediate and advanced levels of Chinese Listening and Speaking class as the research object, exploring the similarities and the differences of the verbal interactions between teachers and students in different levels, which can provide some references to the teaching activity in TCSLWe set up369807characters corpus from the TCSL class. After marking and counting the corpus, we explore the features and disciplines of the verbal activities, the interactions models, and the turns of the IRF model between the teachers and the students.The results shows that, regardless of the language level, the teachers’verbal behaviors are more than the students’, especially in the intermediate class, which are mainly questioning and feedback. The teacher in the elementary class has more questions, the intermediate requests, the advanced feedback. The answering behaviors of the students are more than the other one. The students in intermediate class have more reading behavior, the students in the advanced class have the largest proportion of statements, questioning and the interacting with other students.In the aspect of the interaction model between teachers and students, the proportion of the basic model IRF is inverse with the language level of the students, the simple variant of the IRF is contrary. The teacher of the elementary class is the center of the class. The position of the teacher of the intermediate class as the center is weakened because it has more extended variants of IRF model. The teacher of the advanced class is an inspirer, supervisor, coordinator and collaborator because it has more simple variants of IRF model. For the students, answering questions is the most frequent way to participate in the interaction, and they are mainly assigned to answer by the teacher, the proportion of the voluntarily answering is positively related to the language level, and the proportion of the collective answer is no rule.In the turn of IRF interaction model, no matter which language level, the amount of the display questions is the most, echoic and reference questions also have a certain percentage. The teacher in the elementary class uses more means of contexts and making sentences, the intermediate class has more requests. Meanwhile, the teachers in the elementary and the intermediate classes are prone to choose students to answer, the teacher in the advanced class is prone to let the students answer voluntarily, the proportion of undertaking the turns by individual students is related to the students’ language level directly, the proportion of undertaking the turns by a number of students is contrary. The way to feedback of confirming and repeating is related to the students’ language level directly when the students’ answers are correct, the way of feedback simply is contrary. The teacher in the intermediate class uses more further explanation, and the teacher in advanced class uses more question closely. The teachers of the three levels class are all prone to correct the mistakes directly when the students’ answers are incorrect, and the teacher of the advanced class gives some tips to help the students to correct by themselves.In our opinion, why we get the result is that the teacher’s teaching experience, students’ language level, teaching contents, teaching task and so on.