An IFIAS-based Study On Teacher-Students Interaction In College English Listening And Speaking Classes

In the classroom,the teacher’s teaching and the student’s learning are intertwined,and verbal behavior is the main teaching behavior in the classroom.Students build their own learning methods,improve learning behavior and gain new understanding and emotional experience through dialogue and communication with teachers.Teachers understand the effect of teaching and adjust teaching methods in time through dialogue with students.Therefore,creating a good two-way flow teaching environment for teachers and students can help they improve the teaching effect of classroom teaching.This study selected two English teachers of Inner Mongolia Normal University to take 5 lessons each in listening and speaking as examples,a total of 10 college English listening and speaking classes.Through the use of the improved Flanders Interaction Analysis System(iFIAS),combined with classroom observation and interviews,the following questions are proposed to be solved: What is the status quo of teacher-student interaction in college English listening and speaking classes? What are the problems in teacher-student verbal interaction in college English listening and speaking classes? What improvement suggestions can be put forward to solve the existing problems?The research analyzes the current situation of the college English listening and speaking classroom from six aspects: the overall structure of the classroom,the influence of teachers’ classroom language,classroom questions,student interaction behavior,classroom emotional interaction atmosphere and teaching mode.The study found that the status quo of college English listening and speaking classes has the following characteristics: In terms of the overall structure of the classroom,The teacher’s language in the college English listening and speaking class is more than the student’s language,the proportion of silence that is beneficial to teaching is moderate,and the proportion of chaos that does not help teaching is low,the application of classroom technology is obvious.In terms of classroom questions: closed questions are more than open questions.In terms of teacher language influence: direct influence of teacher language is more than indirect influence,positive influence is more than negative influence.In terms of student interaction behavior: the ratio of active response and passive response is approximate,and there is no phenomenon of students actively asking questions in the classroom.In terms of classroom atmosphere: the classroom atmosphere is good,and the teacher-student relationship is harmonious.In terms of teaching mode: the mode is a teaching mode,which lacks innovation.The study found that the following problems existed in the verbal interaction between teachers and students in the classroom.The teacher-student language ratio is imbalanced;there are less emotional acceptances and motivational feedback in the classroom;teachers ask too many closed questions and too few open questions,which is not conducive to deep learning of students;Students have poor initiative to participate in the classroom;the classroom teaching model is single,lacking openness and innovation.In response to the above problems,suggestions are made: add classroom links to increase the proportion of students speaking;strengthen the emotional recognition and motivational feedback to students;increase the raising of open questions;actively mobilize students’ initiative in the classroom;update the classroom teaching mode.