An Empirical Study Of The Structure And Meaning Comprehension Of Verbal Interaction Between Teachers And Students Based On FIAS

According to two aspects:quantitative structure and meaning comprehension, the writer conducts the study about classroom teacher-student interactive speech act. It aims at a mixing between the accuracy and scientificity of quantitative structure and the situation and art of meaning comprehension in this study. Thus FIAS (Flanders Interaction Anlalysis System) is adopted in this study. As a technical analyzing tool, FIAS has a character of quantitative structure. What's more, the code of its encoding system was given certain kind of interaction meaning. Each code stands for one situation in class. And the transfer matrix, which is a form of data presentation, embodies more centralized and concise interaction meaning. However, the interaction meaning in class is abundant without totally expressing by quantitative structure. Meanwhile, time flies and learning condition changes, there are some limitations for the application of FIAS in the modern time. That's why the writer made some improvements during using FIAS, making sure the reliability and validity of the study by combing teaching record, classroom journal and interview.The main reseach techinque of this empirical study is to conduct classroom observation on F Primary School and H Primary School in Fuzhou. With sampling of ten teachers'teaching in these two primary schools by the developed FIAS. And then under the guidence of statistical theory, all those codes were processed and analyzed by a data processing progarm, named Statistics Package for Social Science(SPSS).The study truned out that there are mainly two factors having influence on the classroom teacher-student interactive speech act. One is the transformation and application of teaching theory. The other is the acquisition of good learning habits. By analysing and verifying the data, two shortcomings were noticed by the writer:the single interaction category and the unbalanced content of interactionr. There are nine points totally of the two shortcomings, feet on the ground of that and two standpoints: to optimize language structure and to deepen interaction meaning, the writer trys to put forward some suggestions to conduct ideal classroom teacher-student interactive speech act.