A Study On Classroom Interaction Patterns In English Classes Of Senior High School Based On Dialogue Theory

Language communication is essential to people’s daily life,teacher-student interaction is a kind of interpersonal communication in classroom teaching,reflected in student’s reaction to content and mastery of knowledge.English teaching is the dialogue process between teacher and student,and the effective dialogue can deepen students’ understanding to the nature of things,improving students’ language ability.With the development of curriculum reform in China,the focus of English classroom teaching gradually turned into mutual interaction between teacher and students,which highlights the importance of English interactive teaching in basic education.The research on classroom interaction pattern in basic education mainly focuses on the analysis of teacher’s classroom discourse mode,and there is less overall research on the interaction subjects and situations in classroom teaching.The oral interaction in English classroom is mainly manifested in language communication between teachers and individual students or groups of students.In order to explore the stage characteristics of interactive discourse in senior high school English class,this study analyzes the classroom interaction in senior high school English teaching from the perspective of dialogue theory,and estimates the teacher-student interactive discourse in the process of classroom questioning and discussion,and deal with the following two questions:(1)What are the discourse features of classroom interaction patterns applied in daily English classroom teaching in Senior High School?(2)What are the problems of English classroom interaction patterns in Senior High School? How to deal with the problems in classroom interaction?This research is implemented in senior high school.In order to get a comprehensive understanding of teacher-student and student-student interaction in English classroom teaching,the author studies three senior high school English teachers and their English teaching class in Fuyang.The author grasps useful information for the research of classroom interaction patterns in senior high school from the perspectives of dialogue theory.To collect enough data,the author chooses three reference classes in Grade one and hands out 180 questionnaires to students,and then analyze the classroom interaction in three English classes based on dialogue theory.As for the discourse features of teacher-student and student-student interaction in English class of senior high school,the classroom observation shows that the English teachers mostly adopt the interaction patterns of teacher-student interaction,teacherclass interaction and teacher-group interaction.In practical classroom teaching,the English teachers of three reference classes tend to combine oral interaction with graphic presentation to promote students’ understanding of language points,and make an explanation through display questions.Further,there are some problems in classroom interaction patterns in senior high school English teaching class.The classroom interaction between teacher and students in different English classes is dominated by teacher-guided questions and student’s passive response,and most students rarely answer teacher’s questions in class.The teacher-student interaction presents the imbalance between teacher and student’s discourse.Besides,due to student’s different learning ability,the limited thinking time and difficult question will lead to student’s negative or delayed feedback in English class.In this regard,this study explores the improvement measures of high school English classroom interaction based on dialogue theory.Firstly,the classroom dialogue in English teaching includes various forms,such as the interaction between teacher and students,and the interaction between students and the textbook,etc.Teacher’s questions should be presented in a variety of interactive modes in combination with student’s language abilities.Secondly,teacher and student acted as the dialogue subject in classroom teaching,they also need emotional interaction in the participation of class activities.In classroom interaction,teacher can arouse student existing basic knowledge through emotional interaction with students,which can improve students interests in class interaction.In this way,both teacher and students can get mutual guidance in classroom interaction and make progress together.