Analysis Of Teacher-Student Verbal Interaction In English Reading Class Based On IFIAS

Classroom is the main site for teaching activities,where there are the most frequent teacher-student interactions.Among them,verbal interaction accounts for about 80 percent of all interactive behaviors,which is the most important part of classroom teaching.The quality of teacher-student verbal interaction directly affects classroom teaching.Reading is an important approach to obtain information,which is also one of the main tasks for students’ to learn English,which not only cultivates students’ language knowledge and reading skills,but also develops their thinking ability.Therefore,it is of great practical significance to explore how to achieve the high-quality teacher-student verbal interaction in English reading class of junior high school.With the assistance of the improved Flanders Interaction Analysis System(iFIAS),we take some English reading classes as the research object and use the video observation method,the ratio analysis method and the matrix diagram analysis in the iFIAS to carry out the research.The study analyzes the characteristics of teacher-student verbal interaction of English reading class in junior high school from the five aspects of key contents: classroom structure;teaching style;teachers’ questioning;the feature of students’ talk;classroom silence and application of multimedia technology.With the direction of four basic principles of English teachers’ classroom discourse: authenticity,interactivity,logicality and standardization,the study further illustrates some existing issues on teacher-student verbal interaction in teaching practice by case analysis,and provides some inspirations for English reading class teaching practice in junior high school.The findings are as follows.Firstly,the ratio of teachers’ talk is higher than that of students’.In terms of teaching content,teachers are not only explaining the knowledge of textbook but also extend the textbook.Secondly,most teachers tend to exert direct influence and negative reinforcement on students.The detail behaviors are teachers’ lecturing and instructions.Thirdly,teachers tend to apply problem-driven teaching.Closed questions are more adopted than open questions.Most teachers tend to apply innovative-oriented mode to extend students’ opinion and motivate students’ answering.What’s more,students are active in answering questions in class,but seldom ask questions independently.Besides,peer interaction takes up a certain proportion.Finally,there is no unhelpful silence in the classroom,and the wide application of technology makes teaching diverse.There are some existing issues on teacher-student verbal interaction in this study,such as the understanding of teacher’s role in teaching is unclear,and the classroom structure is not optimal;Question setting is not appropriate,open questions are less;Some questions are not conforming to the logic and coherence of classroom discourse,which build a barrier between teacher-student verbal interactions.Finally,teachers’ feedback in class is simple.In response to the above existing issues,the study puts forward some teaching reflections from the aspect of teaching ideas,teaching style,design of teaching activities,setting of questions and teachers’ feedback so as to prompt the efficiency of teacher-student verbal interaction.