A Study Of Classroom Interaction In Senior High School

In order to cultivate students' comprehensive quality and improve their ability, Senior English New Curriculum Standards which was promulgated by the Ministry of Education in 2001 points out that:"the overall goal of English teaching at basic education stage is to cultivate students' comprehensively applicational ability, especially the ability of "learning" in "doing", which clearly highlights the dominant position of students". Compared with the traditional class, the position of teachers and students has changed a lot, but due to the impact of exam-oriented education there are still some other problems. Based on the observation of two classes in senior high school of Grade one, this thesis is trying to solve the following questions:(1) What are the main types of classroom interaction?(2) What is the distribution of teacher's talk and student's talk in English class?(3) Which kind of questions can arouse the students' enthusiasm of participating in the classroom interaction, display questions or referential questions?(4) What are teachers' feedbacks towards students' classroom interaction?The research findings are as follows:the amount of teachers' talk is more than students' talk in current English class, which affects students' output and pragmatic competence, and is not good for the construction of knowledge by students themselves; the types of current classroom interaction are relatively fewer, students are not active in classroom interaction, teachers organize few group activities; teachers mainly use display questions in class, which is not good for the development of students' thinking; teachers can give students feedbacks timely and are aware of the cultivation of students' affections, but the ways of error correction still need to be changed.According to the above conclusions, some pedagogical suggestions are put forward: firstly, creating context for classroom interaction and arousing students' enthusiasm of participating in classroom interaction; secondly, guiding students to study by themselves, encouraging them to participate in classroom interaction based on self-study, and diversifying the types of classroom interaction; thirdly, paying attention to using display questions and referential questions alternatively to arouse students' interest; finally, giving students positive feedbacks appropriately so that they can communicate and exchange affections with each other.