A Study On Interactive English Classroom Discourse Analysis In Vocational College

Using English knowledge as the basic media and English language as the basic form, English classroomdiscourse directly reflects the interaction between teachers and students in the English teaching. In terms ofknowledge, the approach of the interactive classroom discourse could offer lots of opportunities for students topractice English and help teachers to find out the teaching problems in English teaching. As for ability improving,it might promote students’ participation in the classroom discourse and create a free communicating atmosphere.With regard to communicating emotion, it could infiltrate the sentimental teaching and cultivate students’autonomy, creativity and criticism. Therefore, research on interactive English classroom discourse analysis has farreaching significance in English teaching and learning.The author chooses two teachers and four freshman classes in D Vocational College as the subjects of thisresearch (Two classes are English majors and the other two are non-English majors). And the classroom discourseof these teachers and students are observed and recorded as the materials for further research. Discourse AnalysisTheory, Second Language Acquisition, Social Interaction Theory and Dialogue Teaching Theory are regarded asthe guidelines in this paper. The author applies both quantitative and qualitative methods to analyze the data andmaterials which consist of three parts--interaction between teachers and students, teachers’ discourse and students’discourse. The interaction between teachers and students covers not only the frequency of teachers and studentsbut also the contents of their interactive adjustment. Teachers’ discourse contains questioning and response usedby teachers in the class. Students’ discourse includes answering and questioning used by students in the class.According to the analytical framework, consisting of five dimensions—equality, truth, understanding,emotionality and criticism introspection, the author mainly compares and analyzes the commonness andindividuality of English classroom discourse in two different types of classes, and summarizes the key influencingfactors of interactive classroom discourse in Vocational Colleges by carrying out questionnaires and interviewsamong the subjects.Rethinking the results of this research, the author points out some effective strategies on interactiveclassroom discourse as following: creating the equal discourse atmosphere, establishing the vocationalcontent-based instruction, shaping the understanding and reliable relationship between teachers and students,promoting excellent emotional communication, digging out the criticism of teacher’s listening and encouragingstudents to question.