A Study On English Classroom Teacher-Student Negotiated Interaction In Senior High School

English teaching and learning has witnessed a great reform during the last several decades and nowadays it moves into a new stage where the teachers are not the controllers of the classroom and we need student-centered English classes. Interaction, especially the teacher-student negotiated interaction is significant in teaching, which is the meaningful interaction between teachers and students. It is communication exchanges between both sides who try to make each other understood through the adjustment of the language form, conversational structure, and content. As a new kind classroom interaction, teacher-student negotiated interaction can promote the students’ foreign language input, increase their language output and get them to pay attention to the form of the learning language, thus improving the students’ speaking fluency and accuracy, which in return, improves the English teaching sufficiency.According to the theories of Krashen’s comprehensible input and Swain’s comprehensible output, teacher-student negotiated interaction can benefit the learners’ foreign language learning. So the following research questions are addressed:1. What are Chinese teachers’ perceptions of teacher-student negotiated interaction and their practices in class?2. What are Chinese students’ perceptions of teacher-student negotiated interaction in class?3. What factors inhibit the implementation of negotiated interaction in English class?In order to find out the answers to these questions, questionnaire, classroom observation and interview are adopted as the research methods. 240 students and 10 teachers from Z senior high school participated in this study. To begin with, the researcher introduces the study’s background, significance and organization. Then, she gives the related literature review both at home and abroad. Finally, the researcher carried out investigation to find out what the teachers and the students think of the teacher-student negotiated interaction and investigate the factors that inhibit interaction between teachers and students in English classes.The results show that most of the teachers’ classroom atmosphere is more active than passive. During the process of teacher-student interaction, teachers like to interact with students in the presentation phase and the main interaction type is asking questions. Teacher-student interaction is done usually and everyone wants to be praised including students. Teachers should praise the students’ courage whether their answers are right or wrong. Teachers are expected to have interaction with students in every teaching phase-at the beginning of the class, presentation and the post-teaching, which can help students learn and understand better. However, there are some factors that inhibit negotiated interaction, for instance, the teachers’ talking dominance, the traditional teaching method, the old teaching content, the simple questioning type, the incorrect teachers’ feedback, the lack of teacher-student interaction awareness, teachers’ one-sided awareness of the effects of teacher-student interaction, factors that inhabit communication between teachers and students and a large proportion of teachers’ talking time.