A Study Of Teacher Classroom Turn Allocation And Student Participation In Listening And Speaking Class In Junior High Schools

For junior high school students,listening and speaking class is crucial means to learn English.The interactive language activities between teachers and students are key points to improve students' listening and speaking ability.With the wide spread of the student-centered concept,people gradually realize the significance of student participation in classroom teaching.National English Curriculum in the Phase of Compulsory Education points out that the modern foreign language education should focus on the process of language learning,particularly emphasizing the practice of language learning.The active participation in learning activities is of great significance to improve students' practical language competence.The thesis is based on the current status of teacher classroom turn allocation in junior high schools,which can enhance the comprehension of English teacher turn allocation in junior high schools to a certain extant.It can broaden the horizon of research on teacher turn allocation in future research.It can promote teachers' professional development and enhance the practical ability of English.Based on the theory of Krashen's input hypothesis and Swain's output hypothesis,this research uses classroom observation to analyze three English teachers' listening and speaking classes in X Junior High School in Qingdao.The researcher has interviewed the teachers who gave classes to supplement the deficiency of classroom observation.Taking this as basis,the thesis has statistically analyzed the turn number of teachers and students,the turn units of teachers and students,and the turn allocation techniques of teachers.And then the thesis summarizes the characteristics of teacher turn allocation in English classes in junior high schools,and attempts to find out its effect on student participation.According to classroom observation,the thesis puts forward the concept of pair solicitation besides personal solicitation,group solicitation and general solicitation.The research results manifests that:1)Teachers tend to allocate turns to the top students and the students who are active in the English listening and speaking class in junior high schools.2)Teachers' turns are superior to students' turns.Most of teachers' turns are sentence turns,but students' turns are always word turns.3)English teachers prefer to use personal solicitation and general solicitation in the class.In personal solicitation,teachers like to mention students by names.With relation tothe general solicitation,teachers always ask questions.This thesis suggests that teachers' effective turn allocation can offer students' more chances to participate in the classroom teaching and help to improve the quality of students' turns.In order to furnish a certain reference for the research of teacher turn allocation in the future,this thesis also makes some suggestions about improving their turn allocation techniques for junior high school English teachers,increasing students' classroom participation and stimulating students' language output quantity and quality.