The Application Study On The High School English Teacher-student Interaction In Light Of The Theory Of Interpersonal Function

The basic process of classroom teaching bases on teacher-student interaction. The theory of interpersonal function studies interaction relationship between speakers and listeners. Through reading lots of literatures, the author finds that there is a close relationship between teacher-student interaction and interpersonal function theory. If teachers and students can understand the theory of interpersonal function and apply it to English classroom teacher-student interaction in high school, teacher-student interaction relationship will become harmonious and the atmosphere of classroom will be more active.Therefore, the author puts forward two hypotheses. The first is that the interpersonal function theory applies to teacher-student interaction would increase the teacher-student interaction frequency. The second is that the interpersonal function theory applies to high school classroom teacher-student interaction, which is beneficial to improve students’ motivation and students’ performance. According to the interpersonal function theory, the author carries out a student questionnaire in Harbin normal high school Grade one class 6 and class 5. The two classes are similar with each other. And then choose grade one class 6 to be the experimental class. Effective questions are on a computer for data entry by using SPSS software for analyzing. Combining teacher interview and classroom observing, the final experimental results prove the two hypotheses.In recent years, there are many research results about teacher-student interaction, but the study of teacher-student interaction on a basis of interpersonal function theory is little and most of them are not application studies. The innovation of this thesis lies in two approaches. On the one hand, the thesis combines empirical research with theoretical basis..On the other hand, the innovation of this thesis lies in the role memory teaching method. The author is inspired by situation teaching method and role play, and interpersonal function theory emphases on teacher-student interaction. Therefore, the author tries to put forward a new teaching method called role memory teaching method.For example, before the class, a teacher tells students that they will have a morning report about introducing Xiamen, and students are going to find some information about the passage. Only in this way can students have an impression on the passage to increase the frequency of interaction between teachers and students. And then the author thinks that teachers can give every student a special role. Later teachers talk about some students who played the role, students will connect the relevant content in mind. For example: in a lesson called A Lively City, teacher tells students we will have a morning report tomorrow, and I may choose one student to do a presentation. In this way students will have the overall memory of the passage. In class, a teacher chooses one student as a guide to lead students to visit Xiamen. And then in later class teacher asks students the information of Xiamen. Students will easily remember the characteristic of Xiamen clearly, such as location, food and people. There is a point to say that the role memory is different from the role play in that the former emphases the memory to improve students memory and promote students interest. On the contrary, role play doesn’t have memory function.According to the existing problems in the high school, which includes students questions and teachers teaching method questions, the author puts forward four strategies. Firstly, focus on the significance of teacher-student interaction. Secondly, using the appraisement properly and body language is beneficial to the high school English teacher-student interaction. Thirdly, applying modal verb and mood, improve the frequency of high school English classroom teacher-student interaction. Fourthly, utilizing role memory teaching method promotes the efficiency of teacher-student interaction. This thesis can arouse attention of English classroom teacher-student interaction in the high school. At the same time, these theses provide a reference for the empirical study of high school English classroom teacher-student interaction.