A Study Of Teacher-student Interactive Conversations Of Novice And Experienced Chinese Teachers In US Elementary Schools

Verbal interaction between teachers and students refers to the interaction and influence of teachers and students through speech acts in classrooms.Exploring the whole process of teacher-student interaction,we can help understand not only the extent to which teachers achieve teaching objectives,but also the status of students' development.Teachers can adjust the classroom pace and atmosphere by controlling the content,structure and frequency of their speech output,so as to encourage students to participate better in the classroom.Nowadays,with the international learners of the Chinese language increasing fast,new requirements have been put forward for Chinese teachers' classroom verbal interaction,which includes precise positioning-aware of students' levels or needs and providing continuous guide,that means viewing interaction as a dynamic process of accumulation in the growing period.How to maximize the effect of classroom interaction between teachers and students is not only a challenge for novice teachers,but also a valuable question for long-term experienced teachers who are proficient in teaching mode tending to be fixed.Based on the requirements of ITIAS interactive analysis system,this paper examines the differences in classroom speech structure,emotion and atmosphere and control style of six Chinese teachers working in a US primary school through the analysis of teacher's speech,student's speech,quiet or chaotic and the use of multimedia technology.The characteristics of teacher-student interaction between novice teachers and experienced teachers are analyzed in detail.Combining teachers' questionnaires and interviews,it is found that novice teachers have high initiative,abundant types of written exercises and abundant indicative language in class,but there are some deficiencies in emotional communication between teachers and students,classroom discipline and positive feedback of teachers.Proficient teachers are mature in teacher-student emotional interaction,classroom management,group cooperative learning and encouragement to praise students,but students' initiative and participation in the classroom are not high.Through the analysis of the causes of the shortcomings,this paper puts forward reasonable teaching suggestions,hoping to provide reference and guidance for the teaching of Chinese teachers in primary schools in the United States.