On The Applied Research Of Interaction Patterns In Junior High School English Teaching

Nowadays, people pay more and more attention to students' participation in English classroom teaching. Interaction pattern is getting more and more popular among researchers. The traditional English teaching is undergoing dramatic changes from the cramming teaching to an interactive one, in which more and more importance has been attached to classroom interaction patterns.On the basis of literature review of current researches on language acquisition, the author of this thesis leads into an in-depth understanding of the connotation of interactive teaching and relative theoretical foundation. The three theoretical approaches to language acquisition also pave the way for interaction pattern researches: they are the behaviorist approach, the nativist approach and the interactionist approach. These approaches have different views on the linguistic environment and the learner's internal processing mechanism. The behaviorist approach emphasizes the external factor—the linguistic environment, whereas the nativist approach stresses the internal factors—the innate mechanism. And the interactionist views language development as the result both of the environment and innate mechanism.Based on these theoretical approaches, the author makes use of questionnaires and simplified Flanders Interaction Analysis System, focuses on the factors which decide the execution of interaction patterns and the outcomes of them as well. Quantitative and qualitative methods are combined to analyze the status and function of the teacher; the impact of students' original acknowledgeable background on interaction outcomes; and the influence of class size on interaction, for it is an undeniable fact that the educational resources are far from enough to cover so many English learners. In the role analyses of the teachers, not every aspect is covered. The linguistic behavior of the teachers is the center subject of the research. Different linguistic behaviors from the teacher account for different feedbacks from the students during interaction.