A Research On Teacher-student Verbal Interaction In Senior High School English Classroom By Application Of Flanders Interactive Analysis System

Classroom teacher-student verbal interaction plays an important role in the teaching process and directly affects the quality of teaching.Under the circumstances of educational reform in modern era,positive teacher-student interaction in English teaching process is strongly emphasized.To research teacher-student verbal interaction in high school English classroom,we can obtain a clear picture of status quo of teacher-student classroom interaction so that some references can be provided for English teachers to improve the effects on their verbal interaction with students in English classroom.Based on constructivist theory and interactive hypothesis,the research intended to answer the following three questions:(1)What are the characteristics of teacher-student verbal interaction in English classroom?(2)What do the students’ views reveal in terms of the teacher’s performance in verbal interaction in English classroom?(3)What do the students’ opinions reveal in terms of teacher-student verbal interaction in English classroom?This research samples were selected for observation as ten normal English lessons given in Grade 11 in the No.9 middle school in Guiyang.The data from observed samples were analyzed by application of Flanders interactive analysis system so as to explore details of teacher-student verbal interaction in English classroom.Data from questionnaires and interviews were used as supplement evidence in support of the conclusions obtained from observation.The major findings of this research show that: firstly,the teacher dominates teacher-student verbal interaction in English classroom.From the perspective of interactive style,the teacher tends to exert direct influence and positive reinforcement on students;from the perspective of verbal structure,the amount of student talk is much lower than teacher talk,and classroom talk is dominated by the teacher in English classroom;from the perspective of emotional atmosphere,it is harmonious,but the amount of emotional interaction between the teacher and students is not enough.Secondly,the teacher’s performance in verbal interaction in English classroom is positive in general,but it fails to enhance students’ interactive participation.Thirdly,the students’ views of English learning are exam-oriented and their interactive consciousness is weak.The research has some implications.Firstly,the subjective position of students in the classroom should be emphasized and students’ interactive consciousness should be cultivated.Secondly,the inspiration and motivation of teacher talk should be improved.Thirdly,the assessment method of students’ English learning should be changed and students’ exam-oriented learning view should be changed.