A Study On Teacher Factors Affecting Classroom Interaction Of Senior High School

In our country, English is an important language subject for senior high school students, with classroom teaching being its major way of learning, and classroom interaction the main method of using and communication. In the development of English teaching and learning, how to use English to communicate is gaining increasing attention from teachers, students and educators. However, the quality of high school English class interaction is yet to be improved. There are many factors affecting the classroom interaction, such as internal factors and external factors. Internal factors can be further divided into student factors and teacher factors, of which teacher factors are of great importance affecting classroom interaction.This paper discusses the teacher factors that influence classroom interaction, with 4 certain teachers and 400 students as research objects, and observation, interview, and questionnaire as research methods. On one hand, the paper tends to analyze the current situation of English classroom interaction in senior high school through the way of observing the style, form, frequency, and time duration of the interaction, along with the degree of students’ involvement and the classroom environment. On the other hand, through the way of questionnaires and interviews, the author collected the opinions of students and teachers towards classroom interaction and the teacher factors. The outcome of the research shows that as the ones to impart knowledge and to organize class, teachers play important roles in classroom interaction. Their faith, knowledge structure, nonverbal behavior, feedback system, or even their genders are no doubt of great significance to English classroom interaction. To conclude from the research, it is believed that adopting classroom interaction policies can motivate students’ learning initiative in a better way, which in turn will improve the quality of English classroom interaction.