Interaction Analysis In College English Classes Based On IFIAS

Interaction plays an important role in foreign language acquisition.The process of English classroom teaching is mainly the process of teacher-student interaction.The way of interaction plays an important role in language teaching.Therefore,classroom interaction analysis has attracted widespread attention from linguists and educators at home and abroad.The improved Flanders Interaction Analysis System provides an effective method for exploring the characteristics of classroom interaction by recording and analyzing the type of conversation and the process of classroom verbal interaction between teachers and students.With the help of the improved Flanders Interaction Analysis System(iFIAS)and based on the study of six demo classes of the 7th SFLEP National Foreign Language Teaching Contest as the research samples,this thesis aims to explore the following two questions:1)What is the overall interaction pattern in the award-winning college English classes?2)Are there any differences in classroom interaction between the integrated English class and the listening/speaking class?Through the research,the following conclusions can be drawn:Firstly,the overall interaction pattern in the college English classroom is that teachers are still in the dominant position in classroom teaching;teachers’ classroom speech style tends to have a direct influence on students,and less indirect effects;the ratio of teachers’ questioning is low and the ability of students initiative response should be improved;teachers only rely on multimedia to play courseware in a single form.Secondly,the interaction pattern of the Integrated class is different from the Listening/Speaking class.In terms of classroom structure,the ratio of students’ talk in the Listening/Speaking class is higher than the Integrated class,and students are more likely to express their opinions and ideas in class,discussing with group members,which is consistent with the nature of the Listening/Speaking class;the ratio of silence in the Integrated class is higher than the Listening/Speaking class.Unlike discussing with group members,students often think and do coursework under the guidance of teacher;teachers all tend to have a direct impact on students;the ratio of teachers’ questioning in the Listening/Speaking class is higher than the Integrated class.Based on this,this study reflects the specific process and problems of classroom teacher-student verbal interaction and puts forward suggestions to provide a reference for the research of college English classroom teacher-student verbal interaction and the teaching practice.