A Study Of Classroom Discourse Interaction In Primary English Class In Hohhot

With reform of foreign language education,English teaching is increasingly stressing the practical application of language,which demands teachers to create a good learning environment and increase the chances for students practicing English.What's more,teachers are required to change the traditional teacher-centered teaching mode into student-centered in order to improve the students' overall English level.Classroom discourse interaction aroused western scholars' attention since the beginning of the 20 th century.Although the study of classroom discourse interaction in China's education circles has become more and more abundant in the past decade,there are few studies of the classroom discourse interaction in primary school.Therefore,COLT scale is used as the research instrument to investigate the current situation of classroom discourse interaction in primary school English class in Hohhot and its communicative characteristics in this study.Based on the dialogue theory and scaffolding theory,the study takes six English teachers and their students in Beiyuan primary school in Hohhot as the research subject.The author uses COLT scale and interviews to investigate the current situation of classroom discourse interaction in primary school English class in Hohhot.The paper will answer the following three research questions:(1)What is the status quoof discourse interaction in primary school English class in Hohhot?(2)What are the communicative characteristics of classroom discourse interaction in primary school English class in Hohhot?(3)What are the factors affecting the interaction of classroom discourse in primary school English class in Hohhot?The results show that: Firstly,in general,the current situation of classroom discourse interaction in Hohhot is good,which indicates that teachers pay sufficient attention to it in the teaching process,but there are also some problems.For example,the type of classroom activities is single,and the content of the discourse is limited to textbooks.Secondly,classroom discourse interaction has seven communicative characteristics in primary English class in Hohhot: Chinese-instruction by teachers in classroom discourse interaction,genuine-predictable information by teachers in classroom discourse interaction,minimal speeches by students in the speech by students,form-focused responding by teachers in classroom discourse interaction,limited-incorporations by students in classroom discourse interaction,teacher-initiated discourse in classroom discourse interaction,fixed sentence-patterns by students in classroom discourse interaction.Thirdly,the factors affecting the interaction of classroom discourse mainly include two aspects,teacher's aspects and student's aspects.Among them,teacher's aspects include teacher-student relationship,teaching quality,feedback methods and instructional design.Student's aspects include students' English proficiency,self-confidence and their interest in interaction.The study hopes itself to be useful for improving primary school English teaching in our country.The author puts forward the following suggestion for primary school English teachers,that is,teachers should improve their own English skill for interaction with students by means of targeted and appropriate discourse.