A Study Of Teacher-Student Interactive Speech Acts In Junior English Classes

Teacher-student verbal interaction has always occupied an important position in junior high school English classrooms,but pre-service teachers(interns)are unable to handle the complex and changeable teaching practices,resulting in various problems.How to systematize the various problems in the intern's classroom and improve the students' enthusiasm for participating in the intern's classroom activities,so as to turn the intern's classroom teaching into a virtuous circle of teacher-student interaction is a process that scholars and junior high school English intern teachers have been Concerns,therefore,it is very important to sort out and summarize the interactive speech behavior problems of junior middle school English interns in the classroom.The verbal interaction between teachers and students in junior high school English intern classrooms is a dynamic and complex process.A separate qualitative analysis will make the credibility not high due to the subjective factors of the observers,and a single quantitative analysis will cause intern classroom teacher-student interactions speech act observation is too structured and one-sided,so this research uses a combination of qualitative analysis and quantitative analysis.This can not only help trainee teachers(interns)to improve the quality of teaching and promote their professional development,but also facilitate students to really participate in the interaction,get a good exercise in effective interaction,and improve their comprehensive language application ability.This article first uses the method of literature research to briefly summarize the research status of junior middle school English teacher-student interactive speech behavior,and then through questionnaire surveys,classroom observations and interviews to the author's Zhaotan Middle School and the surrounding two middle schools(Dongzhi County Second Middle School,and Dongzhi County Third Middle School)all junior high school English interns(a total of 5)and its classes,to analysis the specific questions as follows:(1)What are the characteristics of classroom speech between teacher and student in junior English intern class?(2)What are the problems of teacher-student interaction speech act in junior English class based on Flanders Interactive Analysis System?(3)What is the attitude of intern teachers and students towards teacher-student interaction speech act in junior English class?The results show that:1.Through questionnaire survey and combined with Leary's classroom teacher-student interaction model,from the perspective of students,the overall characteristics of verbal interaction between teachers and students in junior high school English internships are mainly cooperative-dominated.At the same time,trainee teachers show strong intimacy and weak influence in junior middle school English classroom interactive teaching.2.Based on the "Flanders Interaction Analysis System"(FIAS),the author made in-depth observations of 5 interns in the junior high school English classroom to observe and found that:(1)Quantitative analysis based on the interactive speech structure of the classroom can be concluded that the junior high school English classroom of the trainee teacher is traditionally teacher-centered,the trainee teacher controls the classroom,according to the theory of language output hypothesis,comprehensible output is an indispensable key process in English teaching,and interns in the teaching process to teach knowledge,students' subjectivity can't be reflected;(2)Starting from the quantitative analysis of the interactive speech style of the intern teacher,the author finds that the intern classroom speech interaction has negative characteristics,that is,the intern teacher is limited to the explanation of the knowledge points in the classroom;the junior high school English intern class questioning form Inflexibility,according to the theory of interactive hypothesis,we should be good at using questioning strategies and feedback strategies in English teaching to encourage and inspire students to improve their fluency and accuracy in using English through interaction and consultation.However,there are problems to guide students to think through questioning and other ways.3.Through interviews with 5 student teachers and 10 students,the author found that trainee teachers have a student-centered education concept,but they have difficulty in how to guide students' enthusiasm and grasp the interactive atmosphere in the classroom.And rarely personal reflection on teacher-student verbal interaction.At the same time,students look forward to rich interactive activities in order to realize the in-depth mining of thinking.However,the interactive speech behavior of teachers and students in the junior middle school English interns classroom has little effect on the students and cannot achieve the effect of interactive education.Finally,the author combined the above issues and put forward corresponding suggestions.