A Study On Strategies Of Promoting Teacher-student Interaction In Junior English Classroom

Due to the influence of traditional education in China, in classroom teaching, thestudents are always listening to their teachers and have no time for independent thinking.The ideas of English curriculum require teachers to value students’ participation, feeling,and experience in the process of teaching. Therefore, Interactive teaching is of greatsignificance to the second language acquisition.This thesis mainly investigates the presentsituation of teacher-student interaction in junior English classroom. According to thesurvey data and analysis, the author put forward the existing problems and the strategies.This study attempts to answer the following questions:(a) How is the situation of classroom teacher-student interaction in junior middleschools?(b) How many key factors and problems which influence the teacher-studentinteraction in junior middle English classroom?(c) What kind of strategies should the English teachers use to achieve the effectiveclassroom interaction?To the above problems, the author mainly employed questionnaires and classroomobservation to study teacher-student interaction. Major findings are gained as follows:(a) The present situations of teacher-student interaction in junior middle school arenot optimistic.(b) Students’ interest in learning； teachers’ emotional performance in Englishclassroom; teachers’ evaluation; large size of classes; the teachers’ questioning ways andteacher-student rapport are the main factors influencing teacher-student interaction injunior middle schools. And unreasonable questioning ways, the single method ofevaluation, less emotional communication between teachers and students, the negativeteacher-student rapport and large size of classes are the existing problems which influenceteacher-student interaction.Based on the above factors and problems, strategies are offered to solve the problems:to encourage students to interact with teacher actively; to adopt the strategy of classroom incentive feedback; to adopt the strategy of emotional teacher-student interaction; toestablish a positive teacher-student rapport and to sustain teacher-student interactionthrough group work.The thesis consists of five parts. Part one is introduction, which provides a generalintroduction to background of research, significance of research, and structure of the paper.In part two, the relative concepts are defined and the author discussed the factors influenceteacher-student interaction in English language classrooms. The theoretical foundation forinteraction has been described and summarized. In part three, the author introduces themethodologies which the thesis used. By questionnaires and classroom observation, theauthor collects and analyzes the statistical data. In part four, the author makes a discussionto the results and proposes the relative strategies. In part five, conclusions of this thesis aremade including major findings, limitations of study, pedagogical implication andsuggestions for further research.