Teacher-students Interaction In Senior High Middle School English Classroom

Everything happened in the classroom through the classroom interaction between teachers and students, especially in English language teaching (ELT) classroom, in which English serves both as the target language and medium language, teacher-pupil interaction plays an vital part in learning process. However, the recent researches mostly focus on teacher talk, ignoring the joint management of teacher-students interaction in ELT classroom, thus, it is essential to have further study on teacher-students interaction.This paper is intended to examine the English classroom interaction in a senior high middle school, concerning aspects of the amount of teacher talk, student talk; the discourse patterns, and the question type. Through the transcription of 120 minute-video tape in three different class type and conversation between author and the teacher investigated, it can be found that (1) the amount of teacher talk is far more than students talk, the difference of quantity varies to distinctive type of class; teacher-students interaction mostly used for pedagogical purpose. (2) Among all the questions raised, the amount of display questions is far more than referential questions and the quantity gap turns out to be different according to different class type, It is also found that inferential questions do not necessarily invite lengthy and syntactically complex structures, many factors may contribute to it. (3) More complex IRF discourse structures were found in all the three class types, and more complex IRF discourse patterns make more appearance than that of IRF patterns, the quantity of complex IRF has different appearance rate in three class types, however, the complex discourse patterns are mostly used for negotiation of language form, not that of meaning.All these finding demonstrate that teacher dominate classroom discourse all the same, students just do what are asked without taking an active role in learning and teachers are still in position of imparting knowledge to students who wait to be spoon-fed; students'autonomy in English Learning and language communication ability need to have further improvement.Based on the finding, this paper put forward with some implications for EFL teaching. In the classroom discourse, both teacher talk and students talk make an essential part in the class proceeding and learning, teachers should change their teaching strategy, taking full advantage of the limited class time to improve teaching and learning efficiency. Try to activate the students'enquiring mind to make the class teaching more efficient; teachers should also make full use of every chance to communicate with students and provide more opportunity for students to participate in the class.