A Study On Teacher-Student Verbal Interaction In High School English Class

Since the 1990 s,people have paid much attention to classroom teaching reform in education all around the world,advocating the reconstruction of classroom teaching.As an effective way to improve students' active participation in classroom teaching activities,the interaction between teachers and students and the interaction among students have become one of the hot issues in the research and practice of teaching theory both at home and abroad.As the American educational psychologist Lindgren said,“Education is just like any other social process,and its effectiveness depends on communication”.Therefore,it is necessary to explore teacher-student interaction in classroom teaching.There are different ways to investigate the interaction between teachers and students.Flanders,a scholar in Minnesota University,is the first to propose Flanders Interaction Analysis System(FIAS)in the 1960 s,which establishes a complete set of coding system for the analysis of teacher-student talk in classroom interaction.As it captures the essence of classroom teaching and provides an effective way for people to explore the law of classroom teaching,it has become a popular tool for the analysis and evaluation of classroom teaching and educational research in the western educational circles.In 2004,Gu Xiaoqing,a scholar in East China Normal University,proposed that the FIAS needs further subdivision or increase in classification and he also agreed to combine the results of FIAS with the qualitative data obtained through the descriptive observation and case interviews,based on which emerged the improved version of the system known as Information Technology-Based Interaction Analysis System.Therefore,this study is carried out on the basis of the improved system.Through the collection of the literature of classroom teaching interaction,it can be found that the empirical research about senior school English classroom interaction between teachers and students is rare.In this thesis,random sampling method is used to choose 12 English reading classes given by 12 teachers with varied teaching durations in two different senior schools in Linfen.One school is in the urban area and the other is in the rural area.Through the analysis of the current status of teacher-student interaction between the two groups of teachers in their English classroom teaching,the findings are as follows: in senior high school English class,the ratio of teacher talk amount is higher than that of the student,open-ended questions are more adopted than closed ones;the ratio of direct impact is higher than that of indirect impact;pupil initiation ratio is low and the ratio of silence is high.In rural group,the proportion of silence is higher than that of the urban group;the proportion of teachers' technology application in the rural group is lower than that of the urban group,and the ratio peer discussion to student talk in the rural group is significantly lower than that in the urban group.Based on the above research results,this thesis puts forward suggestions from the perspective of updating the teaching ideology,improving the teaching mode and mobilizing the initiative of the students.