A Survey Of Teacher-Student Interaction In English Classroom In Middle School

Interaction is an important concept among the fields of sociology,sociology of education and social psychology,there are a variety of interactive behaviors in classroom teaching,teacher-student interaction is one of the most important.Under the background of curriculum reform,how to change learning of students and teaching of teachers is a hot topic of scholars,in English classroom teaching,effective interaction between teachers and students can more clearly see the teachers' respect for education,students' respect for good qualities of learning.Effective interaction between teachers and students follows the teaching law of the unity of teachers' leading and students' participation.Moreover,it can also promote students' emotional changes,improve students' study qualities,enabling students to obtain healthy developments.Effective interaction between teachers and students not only can improve qualities of learning of students,but also can make classroom teaching have great changes,in addition,it is of great significance for training good qualities and competitiveness of a new generation.However,there are still a lot of drawbacks to be improved in the current English classroom teaching in middle school,which restrict severely the improvement of English teaching.It is necessary to make an observation and analysis,and discuss relevant strategies to solve these problems of present conditions of teacher-student interaction in English classroom teaching in middle school.The main research questions of this study are as follows.: 1)What is the current situation of teacher-student interaction in English classroom teaching in the middle school? 2)What are the main types of teacher-student interaction in English classroom teaching in the middle school? 3)What are the main problems and influencing factors of teacher-student interaction in English classroom teaching in the middle school?The main focus of the thesis was that it paid attention to the current situation of students' comprehensive English levels in middle school,and conducted a survey of teacher-student interaction among eight classes with different levels of students,with a wide range of research subjects.At the same time,according to the characteristics of different typesof English courses,the author mainly selected representative new texts to observe.Based on Comprehensible Input Hypothesis of Krashen,Comprehensible Output Hypothesis of Swain,Interaction Hypothesis of Long and Triadic Reciprocal Determinism of Bandura,present situation and existing problems of teacher-student interaction in verbal and nonverbal interactions were comprehensively observed and analyzed through the instruments of classroom observation,questionnaire and interview.During this period,the author observed the English classroom of the Grade Two in Experimental Middle School in Linzhou for four weeks.The author had the following main findings: 1)Differences on the objects of teacher-student interaction.2)Limited and short interaction.3)Shortcomings of methods and ways in teaching.4)Teachers' misunderstandings about their own nonverbal behaviors and students' nonverbal behaviors.5)Students' misunderstandings about their own nonverbal behaviors.And then the author put forward the following pedagogical implications: 1)Advocating democracy and equality in teaching.2)Carrying out substantive teacher-student interaction.3)Making use of nonverbal interactions reasonably.4)Improving professional and humanistic qualities of teachers.