The Influence Of Teacher’s Expectation On Teacher-Student Interaction In Junior English Classroom

Teacher’s expectation is inference that the teacher makes of the future behavior oracademic achievement of his students on the basis of what he knows about his students atpresent. Most of our researchers at home focused on the relationship between teacher’sexpectation and student’s academic achievement, motivation and student’s academicself-concept, but few studies have been done on the relationship between teacher’sexpectation and teacher-student interaction. This paper tries to explore the influence ofteacher’s expectation on teacher-student interaction in junior English classroom.Based on the theory of teacher’s expectation and teacher-student interaction, theresearch aims to investigate whether English teachers in junior middle school get command ofthe theory about teacher’s expectation and how they do in English teaching, and whetherstudents have perceived teacher’s expectation and how they act in teacher-student interaction.Besides, it has an attempt to find the influence of teacher’s expectation on teacher-studentinteraction based on the questionnaire, recording and observation on the spot.In the first research, 91 English teachers of 3 middle schools in DaTong are randomlyselected as a sample, the researcher uses the teacher’s questionnaire to investigate the masteryof teacher’s expectation theory and how they do in their classrooms. In the second research,the researcher randomly selected 100 students in No.3 Middle School as a sample to test thevalidity of the questionnaire. Then a sample of 271 students in Grade 2 and their 4 Englishteachers are adopted as the participants to study whether students could perceive teacher’sexpectation or not and how they behave in class. In the third research, the researcher adoptsthe same sample with the second one and tries to analyze the influence of teacher’s expectation on teacher-student interaction based on observation on the spot and Flanders’sInteraction Analysis Categories (FIAC).The result of the study reveals that English teachers hold different expectations tostudents and use it unconsciously in teacher-student interaction. They know little about theteacher’s expectation theory but use it frequently in English interaction. It is because ofteacher’s different expectation that they treat students differently. And as a result, studentscould interpret teacher’s differentiated behavior accurately and behave differently inclassroom interaction.So the findings of the study will be of both theoretical and practical importance. It hasnot only enriched the theory of teacher’s expectation and teacher-student interaction but alsohas supplied wider implications for English teachers in classroom interaction. It may helpEnglish teachers to solve problems existing in their classroom teaching so as to encourage allthe students to participate in classroom interaction actively.