A Survey Of Teacher-student Interactive Speech Act In High School English Reading Class

The study of interaction in class is a kind of practical reflective study,which can help teachers solve class problems as well as enrich their teaching theory,thus promoting their professional development.Domestic and international researches on interaction have given reflective teaching great support in theory and practice.The development of new techniques and tools on interaction analysis,especially the promotion of Flanders Interaction Analysis System(FIAS),boosts reflection on classroom interaction among front teachers.The thesis mainly researches on teacher-student interactive speech act in high school grade two in English reading class.Combining the classroom observation with Flanders Interaction Analysis System,the author analyzes the data from three parts which include class talking time,talking styles and interactive style so as to finds the problems in English reading class.Then the research have an interview so that summarize the influence factors.The research shows that in all the classes teachers’ talk time is more than students’ talk time;Novice teacher use more direct influence and negative reinforcement in the class;The interaction style is single.Teaching process focus on question answer model.The interaction pays more attention to finishing the reading task.Teachers and students lack the real communication.Therefore,the author finds that teaching methods,emotion,attitude and teachers’ teaching ability,students’ motivation,interesting and characters can influence teacher-student interactive speech act.Based on the above findings,the author puts forward some pedagogical implications from verbal process,interactive style,speech mental attitude and teaching object.