A Study Of Classroom Interaction In High School English Classes

Interaction between teachers and students is an essential part of teaching-learning process. Interaction patterns are paid more attention to by researches and educationist. Researches on classroom interaction are usually carried out in colleges in China, among which are most analyzed on the view of discourse. Analysis to classroom interaction by using statistics and tables is not paid enough attention, especially quite few in high schools.An educationist, Flanders originally developed an instrument called Flanders Interaction Analysis system (FIA). FIA system was designed to categorize the types and quantity of verbal interaction in the classroom and to plot the information on a matrix so that it could be analyzed and interpreted. The results gave a picture as to who was talking in the classroom, how much and kind of talking that took place. This system consists of ten categories, namely, accepting feelings, praising for encouraging, using ideas of students, asking questions, lecturing, giving directions, criticizing or justifying student talk-response, student talk initiation and silence or confusion. FIA has become a widely used coding system to analyze and improve teacher student interaction patterns. Few studies have been carried out regarding classroom interaction in China on this vital aspect of teaching-learning process. The main objective of this study is to explore patterns of classroom interaction in a high school by using Flanders Interaction Analysis system. This study is significant because its findings and conclusions may stimulate teachers to improve their teaching behavior in order to maximize students learning. After obtaining and encoding the data, it was tabulated, analyzed and interpreted by using percentage, means, standard deviations and t-test. Analysis to nine parts of the interaction and it was concluded that, more than two-thirds of classroom time was devoted to talking, thus talk method dominated in classes. More than two thirds of the classroom talking time was devoted to teacher talk, the teacher playing a dominant role. More than two-third of the teacher's talking time was devoted to direct talk. The teacher took students as 'knowledge filler'. In the class, students were passively learning. Obviously, it is a traditional teacher-centered class. The interaction patterns are only between teacher and a-student a time. They are lack of real communication. The research is significant and can help high school teachers adapt the new curriculum reform in China and help them change from teacher-centered to student-centered teaching.There are some limitations in the study. Only a lesson of interaction of the teacher is analyzed. And to category the interaction every three seconds is a bit challenging. However, the study can disclose lots of aspects of the teacher behaviour. It can motivate teachers to observe the lessons, analyze them and improve their teaching abilities, which will benefit students and help them improve their communicative competence.