A Comparative Study On Teacher-Student Verbal Interaction In High School English Listening And Speaking Classroom Based On IFIAS

As the main form of classroom interaction,the verbal interaction between teachers and students has been widely concerned by scholars at home and abroad.Strengthening the study of teacher-student verbal interaction in the classroom is not only conducive to creating highquality classrooms,but also contributes to the professional development of teachers.Starting from the theory of dialogic teaching and constructivism,this study uses the improved Flanders Interaction Analysis System(i FIAS)to conduct an in-depth comparative analysis of the teacherstudent verbal interaction in the listening and speaking classroom of the novice teachers and proficient teachers of the author’s internship school,aiming to discuss the following issues:1.What are the features of the classroom teacher-student verbal interaction between novice high school English teachers and proficient teachers?2.What are the differences in the classroom verbal interaction between novice high school English teachers and proficient teachers? What are the factors that influence the differences?3.In view of the current characteristics of classroom teacher-student verbal interaction between novice teachers and proficient teachers,what strategies can be suggested to improve teacher-student verbal interaction in the classroom?This study mainly uses the classroom observation method and interview method,and analyzes the characteristics and differences of classroom language interaction between novice teachers and proficient teachers from different dimensions according to the matrix analysis table and ratio curve corresponding to each class.At the same time,the reasons for the differences between novice teachers and proficient teachers were explored through interviews,and then relevant teacher-student verbal interaction strategies were proposed for high school English teachers from different perspectives.The results show that novice teachers have the characteristics of strong dominance,single language of acceptance and encouragement,and tendency to ask closed-ended questions.Proficient teachers have the characteristics of paying attention to students’ subjectivity,paying attention to emotional acceptance,encouraging students and exerting positive reinforcement on students.The influencing factors of teacher-student verbal interaction in the classroom mainly lie in the understanding of teaching,teaching experience,teaching design,and students’ language ability and learning style.In view of the above research results,this paper proposes the following strategies for high school English teachers in the interaction between teachers and students: pay attention to the status of students’ main body and reasonably allocate the speech structure in the classroom;Attach importance to the emotional acceptance of students and establish a good teacher-student relationship;Adjust the Q&A mode to increase the proportion of open questions;Transform the traditional teaching mode and mobilize students’ enthusiasm.In addition,the author also put forward some suggestions for novice teachers: actively participate in class evaluation and accumulate teaching experience;Study teaching design and enrich teaching activities;Learn to accept students’ emotions and create a good teaching atmosphere.