A Comparative Study Of English Classroom Interaction Between Expert Teachers And Novice Teachers

With the development of New English Curriculum Reform,the focus of classroom teaching has gradually shifted from teacher-centered to student-centered.Therefore,each teacher should adapt to the social development,change the traditional teaching concept and improve teaching behavior.The teaching process is a dynamic process of the combined development of the teaching and learning,and the essence of classroom is the platform of the interaction between teachers and students.Through the interaction between teachers and students in many aspects,they can reach a high level of interaction.In recent years,more and more researchers begin to pay attention to teachers' professional development,especially the comparative study of expert teachers and novice teachers' classroom teaching behaviors.So this paper aims to compare the two types of teachers in the classroom teacher-student interaction's similarities and differences,in order to put forward the effectiveness of classroom teacher-student interaction strategy,provide a useful reference for the improvement of teachers' classroom teaching behavior,and enhance teachers' teaching to promote the teachers' professional development.This study defines expert teachers as with more than 20 years seniority,title of senior teachers and excellent teachers above the provincial level.It defines novice teachers as the teachers which have 1-5 years teaching experience.Interactive teaching is formed based on different theories,including input hypothesis,output hypothesis,the interaction hypothesis and communicative teaching method.These researches are mostly discussed in the second language acquisition process,the interaction between teachers and students play what kind of role,and the process of the interaction between teachers and students is how to influence and promote the process of language acquisition.In this paper,the author chooses two expert teachers and two novice teachers as the research subject in the practice of Grade Nine,Shandong Normal University Second Affiliated School.Through literature analysis,classroom observation,teaching video recording analysis and interview method,the study compares the classroom interaction of four teachers.This paper discusses and compares from the multi-perspective,mainly studies the interaction of expert and novice teachers in junior high school English classroom teaching including the interaction frequency and duration,the type of interaction,classroom behavior interaction,interactive objects and content selection,the differences in the use of the interactive strategies and their influence to the learning of the students.According to the results,the author summarizes the similarities and differences between different types of teachers and students interaction,and then probes into the reasons for these differences,puts forward a series of teaching suggestions.Through the comparison of this study on teacher-student interaction between expert teachers and novice teachers,the author draws the different reasons including:the teachers' teaching experience's differences,the teachers' enthusiasm for teachings' differences,the difference between the level of students and the teaching evaluation.At the same time according to the contrast and the reasons the author puts forward some teaching suggestions which can help improve the efficiency of classroom interaction,these suggestions include to construct the interactive classroom teaching ideas,to carry out the substantive interaction,to combine the speech act and non-speech act appropriately and to strengthen the training of teachers,to improve teachers' professional quality and humanistic quality.