An Ethnographic Research On Ecological Classroom Verbal Interaction In Junior High School English Classes

At present,some non-ecological situations in the classroom have aroused much concern of many educators.In class,teachers say much but students just sit there and listen,or there is a lack of cooperation and inquiry among students.Many educators call for the return of ecological classroom and attach much significance on ecological niche,the autonomy and the cooperation of students.Relevant research on ecological classroom pays little attention to the practical level,that is,classroom ecology at the micro level,and also less attention to basic education stage.Therefore,this study focuses on the content of micro-ecology--verbal interaction in junior high school English classes,aiming to understand the classroom ecology characteristics of verbal interaction,to explore limiting factors,and consequently,to figure out teaching techniques constructing ecological classroom.For ecological classroom research at the micro level,the main research method is ethnography by which the researcher can deeply feel the research environment and obtain first-hand information.The whole research process forms a loop which is from theory to practice and then from practice back to theory,possessing theoretical as well as practical significance.Based on the basic idea and principles of educational ecology,this study attempts to answer the following two research questions:(1)What are the classroom ecology characteristics of verbal interaction in junior high school English classes?(2)How to construct ecological classroom,aiming to enhance classroom verbal interaction?Trained at the practice base-Shunfeng Middle School in Shunde District,the author carried out three-month ethnographic research,during which close classroom observations and interviews were conducted.The main subject of this study is the English teacher and students of class 13,and data were recorded using classroom video,followed by the coding as well as the analysis of classroom interaction behavior according to Flanders Interactive Analysis System(FIAS).Through data analysis,the following findings were obtained in this study:(1)The classroom ecology of classroom verbal interaction in junior high school English classes mainly presents the following characteristics.Firstly,teacher talk is more than students.Secondly,teachers tend to exert direct influence on students than indirect one.Thirdly,classroom questioning is mainly from the teacher.Lastly,teachers’ positive emotional influence creates sound psychological and cultural environment for English classes.(2)Teachers can construct ecological classroom with sound environment by the following teaching techniques: creating equal,harmonious and relaxing classroom environment,reasonably and effectively adopting question strategies,strengthening group cooperation and mutual assistance,combing moral education and English language teaching.Through ethnography,a basic understanding of the current situation in classroom practice is obtained,which provides ideas for improving the problems during teaching.Based on the characteristics and limiting factors of classroom verbal interaction in junior high school English classes,teachers can construct ecological classroom and improve classroom ecological environment through some teaching techniques that promote interaction.