A Study On Verbal Interaction Between Teachers And Students In The Classes Of Commenting On English Test Papers For Senior Three In High Schools

The English Curriculum Standards for Senior Middle Schools(2017 Edition)requires teachers to change from knowledge imitators to collaborators,guiders and participants in students’ learning.Classes high schools are the main space and medium for interaction between teachers and students.As the main form of teacher-student interaction,verbal interaction accounts for about 80% of classroom teaching behaviors,which directly reflects teachers’ teaching ideas,especially the role and interaction between teachers and students in the teaching process.At present,the classes of commenting on English test papers in senior three occupy about one third of the total curriculum arrangement,which is the main form of teaching activities.Therefore,this study focuses on the verbal interaction between teachers and students in this type of classes,focusing on the following four research questions.First,What is the status quo of the verbal interaction between teachers and students in classes of commenting on English test papers? Second,what is teachers and students’ attitude of the verbal interaction between teachers and students in classes of commenting on English test papers? Third,is there any problem in the verbal interaction between teachers and students in senior three? What are the problems? Fourth,if the problems exist in the verbal interaction between teachers and students in senior three,what are the factors?In order to clarify the questions above,classroom observation,questionnaires and interviews were used to collect data.In classroom observation,the author selected nine classes from three teachers in senior three of different length of teaching from the beginning,the middle and the end of the semester of nine classes as research samples.In this study,IFIAS was used to analyze the status quo of classroom verbal interaction between teachers and students from four aspects,including classroom organization,teaching style,classroom emotional atmosphere and classroom questioning.In the questionnaire,all the students in the classes taught by the three teachers were taken as the survey object to investigate the students’ views and experiences on the verbal interaction behavior between teachers and students in the classes of commenting on English test papers.In the interview,three teachers’ views and experiences on the verbal interaction behavior in the classes of commenting on English test papers were investigated,and compared with students’.In part of these three classes,there are still some phenomena of teaching relying on the paper,or relying on the topic,but it is difficult to fundamentally cultivate students’ language ability,and deal with the relationship between imparting knowledge and cultivating ability.Then,some teachers still adopt the way that teachers keep talking,and students’ speech and thinking participation are limited,which is not conducive to the participation of their thinking,the change of learning mode and the improvement of learning ability.Through the interviews and questionnaires,it was found that students with different learning levels also had different needs for verbal interaction in class.Students with poor English foundation lack systematic knowledge and want teachers to keep the current teaching procedures,while those students with better English foundation hope teachers can give them more time to think independently.The lack of such verbal interaction in high school English classes affects,to some extent,teachers’ understanding and judgment of some students’ learning,so that some students cannot obtain the desired information from the teacher’s language explanation,which also has a bad effect on teachers’ teaching effect and students’ listening effect.Based on the status quo,it is further found that the following problems exist in the teacher-student verbal interaction behavior in the senior three classes of commenting on English test papers.First,lacking of flexibility in teaching strategies.Second,lacking diversity in classroom questioning.Third,lacking of active participation of students.Fourth,lacking of interest in classroom emotional atmosphere.The factors are discussed based on the four dimensions of IFIAS.First,lacking of usage in implementing teaching concept with heavy teaching task.Second,lacking of timely reflection in class teaching.Third,lacking of the process for students to internalize.Fourth,lacking of attention to the principal status of students.Based on the current investigation and the relevant results of Constructivist learning theory,this study discusses the improvement strategies of teachers and students in the pre-class preparation,class evaluation and after-class reflection.