On Teacher-student Speech Interaction In English Reading And Writing Class In Junior High School Based On IFIAS-A Case Study Of 2019 National Junior High School English Demonstration Class

In classroom teaching,effective teacher-student speech interaction can advance meaning negotiation,enhance comprehensible input and output,and improve teacher-student emotional communication so as to promote language acquisition.In junior high school English reading and writing class,teacher-student speech interaction is indispensable.Therefore,the study of this issue is of great importance.The research subjects are from the national English reading and writing demonstration classes of 2019.Under the guidance of Interaction Hypothesis and Symbolic Interactionism,the research is focused on the teacher-student speech interaction in junior high school English reading and writing class with the help of the software—improved Flanders Interaction Analysis System(iFIAS)and the methods of literature research and classroom observation.The research questions are:the characteristics of teacher-student speech interaction in junior high school English reading and writing class,and the functions of teacher-student speech interaction in junior high school English reading and writing class.According to the study,the characteristics of teacher-student speech interaction in junior high school English reading and writing classes are as follows:(1)The classroom structure is reasonable.Although the teacher’s talk achieves a dominant position,the students have a say in class.Meanwhile,students have sufficient time to finish the reading and writing tasks.(2)The teachers tend to exert positive reinforcement and direct control on the students.The students’ speech is mostly active in class.(3)The proportion of the teacher questioning is large.Most teachers adopt training-based questioning mode,and pose both closed questions and open questions effectively.(4)Most classes have a harmonious atmosphere.The results show that the teacher-student speech interaction has a positive function on English reading and writing teaching,which is mainly reflected in the following aspects:(1)The classroom structure highlights students’ centered position.(2)Teachers’ direct control and positive reinforcement can make students learn knowledge effectively and positively.(3)Teachers utilize questions to guide students to get into the state of reading and writing so as to promote learning efficiency.(4)The harmonious classroom atmosphere can stimulate students’ learning enthusiasm.According to the research findings,the following implications for the improvement of teacher-student speech interaction in junior high school English reading and writing class can be summarized:(1)The classroom speech structure should be adjusted.(2)The quality of teacher questioning should be improved.(3)Teachers should design effective teaching activities.(4)Teachers should create a harmonious classroom atmosphere.(5)Technology usage should be optimized.The study analyzes the teacher-student speech interaction in junior high school English reading and writing classes.The aim is to provide help and reference for teachers to carry out effective teacher-student speech interaction in class and to improve the quality of teacher-student speech interaction.