Studies On English Language Attrition Of Chinese Junior High School Students From The Perspective Of Classroom Interaction

Language attrition is a language loss phenomenon that accompanies language acquisition and language learning,that is,after not being exposed to use contact with second language for months or even years,it will be somewhat attrited.In recent ten years,the phenomenon of second language attrition has gradually attracted the attention of scholars.The language attrition is closely related to language use,which is reflected in social interaction.The more interactions,the more impression students have.And the speed of language attrition can be relatively slowed down.Therefore,it is feasible to study language attrition from an interactive perspective.With the publication of new Compulsory Education English Curriculum Standards,the current English learning program is student-centered and aims at cultivating talents with four comprehensive qualities,which emphasizes that teachers should give students as much time and space as possible in class.Thus,classroom interaction is undoubtedly essential.The amount of classroom interaction can also affect the development of students' language proficiency.Therefore,this paper attempts to explore the influence of interactive teaching in middle school English classes on the phenomenon of language attrition of students,so as to provide suggestions and guidance for the interactive teaching of middle school English.The specific research questions are as follows:(1)what is the influence of classroom interaction on language attrition?(2)what are the interactive features and modes of English teachers' interaction for the promotion and attrition of language learning?(3)what are the phenomena of language attrition reflected in the test in different classroom interaction modes?This study takes students and teachers of two classes in a private junior high school in Chengdu as the research objects.And the two classes have been observed for half a year.IPAD is used for video recording of corpus collection,and 20 valid videos are captured for 80 hours,and 125 valid questionnaires are collected.Secondly,SPSS 25.0 statistical software is used to analyze and discuss the entrance results of the two classes in junior high school and the language proficiency test results in junior high school second grade.Finally,interview is adopted as an auxiliary means for the preference of teachers and students on classroom interaction mode.The research method adopts qualitative and quantitative research methods to conduct pre-test and post-test of English proficiency at listening,reading and writing levels for analyzing the influence of classroom interaction mode on English attrition.However,the attrition changes is caused by dynamic factors,such as students' psychological factors,family background,oral ability,pronunciation and intonation.As there are too many factors influencing the level of “saying”,it is not easy to control,so these dynamic factors are not taken as the object of discussion in the analysis and discussion.The research outcome can be listed as follows:(1)classroom interaction can alleviate the phenomenon of language attrition to some extent in teaching.(2)the interactive mode tends to be equal and student-centered,and teachers have abundant facial expressions and body language,and give more positive comments than negative ones to students,which can promote their autonomy in language learning and improve their English comprehension ability.The interactive mode tends to be teacher-rights and teacher-centered,with less facial expressions and body language.Teachers who seldom evaluate students can promote their learning of vocabulary and grammar and slow down the language attrition in these aspects.(3)in the aspect of reading comprehension,the interactive mode of teachers and students' equality is more effective than that of teacher-rights.However,in terms of fixed knowledge,such as vocabulary questions,grammar questions,cloze test questions and comprehensive ability test of volume B questions,the language attrition of the teacher-student equal interaction mode centered on students is more serious than that of the teacher-rights interaction mode centered on teacher.Based on the above research results,the author puts forward the specific methods and suggestions to relieve the language attrition of junior middle school students.(1)teachers should interact with students in class instead of only teaching knowledge.(2)teachers should give students more space to improve their language competence in reading,such as affirming students' language ability,pointing out students' existing problems and reminding other students to be alert.(3)teachers should master the initiative of grammar and other basic knowledge courses in order to give students better language knowledge education and prevent the emergence of language attrition.