A Comparative Study On Teacher-Student Verbal Interaction Between Expert And Novice Teachers In Junior High School English Classroom Based On FIAS

To study the current situation of the junior high school English classroom speech interaction and explore whether novice teachers and expert teachers have differences in class speech interactions,this paper applies the Flanders Interaction Analysis System（FIAS）to the empirical research on the junior high school English classroom speech interaction.As a classroom evaluation tool,the classroom behavior coding and data analysis are integrated in FIAS,and the integration of qualitative research methods and quantitative research methods has improved the effectiveness of the study.This study conducts coding records and observations on three novice teachers and three expert teachers’ classes.The study uses ratios analysis and matrix analysis method for processing and combines with the qualitative research methods of post-class interviews.The results show that there are differences between expert teachers and novice teachers in teaching design effectiveness,including three dimensions-ability to analyze students,questions design strategies,and classroom interaction models.In addition,there are more significant differences in the two groups of teachers in speech interaction generative process,control of classroom activities,classroom language accuracy,and classroom time utilization.Given this,the research believes that novice teachers can improve the quality of the classroom interaction in the following aspects:（1）Before class,novice teachers should improve teaching design capabilities,including improving questions design,predicting students’ answers,preparing certain responses and scaffolding questions in advance,and writing teachers’ speech by words;（2）During class,novice teachers should guarantee enough silence time for students to think,pay attention to the students’ thinking process and students’ emotional factors,etc.,to trigger students’ deep learning in the classroom;（3）After class,novice teachers can apply the FIAS to reflecting teaching,integrating daily teaching work,researching,training,and growth as a whole.This paper enriches the empirical study of junior high school English classroom speech interaction,which provides a reference for the professional growth of novice teachers.