An Analysis Of English Class Discourse Interaction In Junior Middle School From The Perspective Of Interpersonal Communication

English classroom is an important field of English teaching and learning,which creates a lot of opportunities and conditions for learners to contact and use the target language.Classroom discourse is a favorable medium and resource to support classroom development.It is not only a tool to carry out teaching activities,but also the main source of students’ input of the target language.It also reflects the current situation of interpersonal communication in the English classroom,and can reflect the status of the main body of communication,the main type of communication,the level and depth of communication.It can be seen that the analysis of classroom discourse interaction and the analysis of the current situation of interpersonal communication behind discourse are of great significance to the construction of equal teacher-student relationship and the creation of a good interpersonal atmosphere.This study focuses on the question of "How to improve junior high school English classroom discourse from the perspective of interpersonal communication?",which is structured in the following sub-questions:(1)How to create a framework for discourse analysis in English language teaching at junior high school from the perspective of interpersonal communication?(2)What are the current situation and characteristics of English classroom discourse in junior high school from the perspective of interpersonal communication?(3)How to improve the quality of English classroom discourse in junior high school from the perspective of promoting interpersonal communication? This study expands the application of interpersonal communication in junior high school English classroom,and establishes an analytical dimension of classroom discourse interaction from the perspective of interpersonal communication.Using a combination of qualitative and quantitative analysis,this paper analyzes the current situation of discourse interaction in junior middle school English classroom from four aspects of discourse flow,type,purpose and opportunity,reveals the status,form,level and equality of interpersonal communication between teachers and pupils in the classroom,and thus provides corresponding suggestions and guidance for strengthening teacher-student interaction,establishing democratic and harmonious relations between teachers and students and creating a good atmosphere in the classroom.This study mainly adopts the content analysis method.After reviewing relevant literature and combining it with classroom practice to preliminary construct a framework,then invites an expert to evaluate whether the dimensions and indicators in the framework can accurately reflect the characteristics of classroom discourse interaction.After the initial correction,there are two separate steps: one is to try encoding;the second is to distribute the revised framework to two experienced teachers and revise it again based on the opinions raised after the interview,in order to improve the analysis framework.During the observation,a total of30 teaching examples of three English teachers from a key middle school in W city were collected through digital equipment recording at the back of the classroom.8951 effective discourse samples were removed from the noisy Chinese and environment,and the recorded text was transcribed and compared after class to form a corpus.Then,8951 valid discourses were used as the coding analysis object for classroom discourse interaction.Based on the self-developed classroom discourse interaction analysis framework in the early stage,manual coding was used to identify the direction,purpose,opportunities,and discourse power of classroom discourse in 30 lesson examples.Finally,a table was drawn for quantitative analysis to summarize the current situation of classroom discourse interaction in junior high school English,At the same time,it focuses on describing and analyzing some teaching segments that can promote interpersonal communication,aiming to reveal how to improve the quality of classroom discourse interaction from the perspective of interpersonal communication.The main conclusions of this study are as follows: in the direction of discourse flow,the vertical information flow is dominant,and the horizontal information flow between students and students is relatively small.The interpersonal communication in classroom discourse interaction is mainly group communication and teacher-class communication.In the process of communication,there are little chance for teacher to individual student.The teacher-tostudent(TC)discourse information flow is the main information flow,indicating that the interaction between teachers and individual students is insufficient.In terms of discourse types,teachers’ clarification and questioning are the main ones,which shows that teachers’ classroom discourse is mainly about telling concepts,facts,rules and other information and asking students questions.Students are busy responding to teachers and do not give students enough opportunities to think deeply and show their personality.In the discourse function,knowledge and information exchange is the main form between teachers and students,and there is a lack of deep emotional communication.Under the influence of exam-oriented education,teachers focus on the extent to which students acquire theoretical knowledge.In the classroom,teachers directly outline and explain the key points of knowledge,and the proportion of communication at the level of emotional attitudes and values is still far lower than that at the level of perceptual information.In terms of discourse rights,teachers’ distribution of discourse rights failed to achieve group equity.Teachers allocate students’ speech opportunities,and there is a certain gap between students’ speech opportunities.Students with good grades,who are class leaders and active have more speech opportunities,while those with poor grades and who are not class leaders have less.Based on the conclusions of the analysis,this study provides the following suggestions and strategies: improve the types of teacher discourse,facilitate communication between teachers and students;Expand students’ discourse space and promote students’ personality expression and display;Pay attention to the life world of teachers and students,connect classroom teaching activities with the background of life world,and facilitate deeper communication between teachers and students;Enhance students’ subjective consciousness and eliminate teacher discourse hegemony.It is hoped that this study can provide an objective basis for improving the teacher-student relationship and the quality of classroom discourse,as well as provide new ideas for the study of interpersonal interaction in classroom discourse.