An Empirical Study On Teacher-students Verbal Interaction In Senior High School English Classroom On The Basis Of FIAS

In recent years,great changes have taken place in English teaching since the reform of the new curriculum standards in China.As a foreign language,English teaching plays a crucial role in the development of both teachers and students.Different teaching objectives have also led to different organization structures of classroom activities.In classroom activities,the interaction between teacher and students(later called T-Ss interaction)becomes the subject of classroom teaching and research.T-Ss interaction is a multi-disciplinary theoretical subject involving sociology,psychology,pedagogy and foreign language teaching.It mainly refers to the interaction or communication between teacher and students in classroom teaching.The evaluation of a successful teaching largely depends on the effectiveness of T-Ss interaction.Therefore,for a student who aims at becoming a teacher,the study of interaction between teacher and students in the classroom is helpful for future career.In the meanwhile,the study of T-Ss interaction has important practical significance for improving classroom teaching.This thesis mainly focuses on the T-Ss interaction in senior high school English classrooms.The main analytical framework is Flanders Interaction Analysis System(FIAS).FIAS was first proposed by American scholar N.A.Flanders and it's a classroom analysis technology,including three categories of coding system: teacher talk,student talk and silence or confusion.This set of coding system combines the characteristics of both quantitative and qualitative research method,and it can intuitively present the interaction patterns and the existing problems.Therefore,in this study,the author uses FIAS to analyze the T-Ss interaction in senior high school English classroom.The present study includes six parts.The first part briefly introduces the background,purpose and significance of the study,and briefly introduces the structure of the thesis.The second part is literature review,it defines the concept of interaction and classroom interaction,and summarizes the researches on classroom interaction both at home and abroad,and make a simple comment on the previous researches.The third part is the theoretical framework of this study,which mainly introduces Long's interaction hypothesis and constructivist theory,and expounds the relationship between these theories and this research.The fourth part introduces the research question,the participants,the specific research process and the research instruments.The fifth part is the data analysis process that the results of the study are analyzed.The sixth part is to discuss the research results,answer the three research questions respectively,and summarize the limitations of this study,at the same time,put forward some useful suggestions for improving the efficiency of classroom interaction.In this study,the author uses the literature research method to sort out the researches on classroom interaction both at home and abroad,and finds that the empirical researches on T-Ss interaction is less and most of it are the comparison between experts and novice teachers.There are few comparative analyses of senior high school T-Ss interaction in three different grades.In this thesis,the author uses classroom observation,questionnaires and after-class interviews to conduct an empirical study on three teachers' classroom interaction,which is randomly selected in different grades in Linxian No.1 Middle School,Shanxi Province.First of all,the author selects two classes in each grade to collect the original video material.Then encode the classroom teaching videos according to the FIAS coding system,and generate the matrix diagrams of six teaching samples.Finally,the author analyzes the characteristics and existing problems of the interaction between teacher and students in senior high school English classroom from the perspectives of teaching mode,classroom organization,teaching style,teacher-students emotional atmosphere,teacher questioning and student's response,and analyzes the differences of classroom interaction in three grades.The results show that: the interaction in senior high school English classroom is mainly training-type teaching mode,less inquiry questions;the ratio of teacher talk is higher than that of student talk;long silence;teachers' direct impact is greater than the indirect impact;classroom atmosphere is harmonious;the ratio of instantaneous question is low;the ratio of students' actively response is low.In addition to the above common features,the author also finds that there are still some differences between the three grades.There are more inquiry questions in grade 3.In grade 2,interactive forms is colorful,the ratio of student talk is higher;teacher tends to have indirect influence on students;the classroom atmosphere is more harmonious;the teachers are more inclined to ask students about their understanding of knowledge and are more skilled at guiding students to take initiative to think by themselves.Teacher talk in grade 3 occupies the most of teaching process,and students give response passively.Based on the above findings and the data collected from questionnaires and interviews,the author analyzes the factors that affect the interaction between teachers and students in senior high school English classroom from three perspectives: students,teachers and environment,and puts forward some suggestions to improve the efficiency of classroom interaction.