A Comparative Study Of Turn-taking Between English High-quality Classes And Regular Classes In Senior High School

National ELT Curriculum for Senior High School(2017 Edition)puts forward that teachers should pay attention to improving the language ability of students.The interaction and discussion between teachers and students is not only an important part of the classroom teaching,but also one of the important ways to improve learners’ language ability.In English reading class,efficient teacher-student interaction modes and effective turn-taking mechanisms can help teachers master efficient questioning methods and promote students’ acquisition of language knowledge and ability.Based on the theory of conversation analysis,this study takes eight High-quality classes of the 11 th National Teaching Observation Seminar and eight regular classes of Liaocheng W middle school as research objects,and takes reading class as research class type.Classroom observation and text analysis are conducted on the research objects,and a comparative study is carried out on this basis.With the help of these two research methods,we will explore the turn structures,the application of turn-taking rules and strategies of high-quality classes and regular classes,to find whether there are differences between regular classes and high-quality classes in these specific aspects,and use the COLT scale to observe the impact of turn-taking in the classroom on students,analyze the reasons for the differences and then give relevant suggestions.On the basis of classroom observation and text analysis,combined with the results of comparative analysis,this study will mainly answer the following three questions:(1)Compared with regular classes,what are the improvements of turn structure in high-quality classes?(2)Compared with regular classes,what are the improvements in the use of turn-taking rules and turn-taking strategies by high-quality teachers?(3)Compared with the regular classes,what are the improvements in the impact on students’ classroom participation in high-quality classes?It is found that:(1)in terms of turn structure,teachers of high-quality classes are better at using context design to start turn,timely encourage and expand knowledge for the response of students and use more vertical IRF structure,and students of high-quality classes respond more positively.(2)In terms of turn-taking rules and strategies,teachers of high-quality classes use more flexible turn-taking methods and strategies.It is worth noting that teachers of regular classes are better at using the way of group pleading to allocate turns,which has stimulated the learning motivation of students to a certain extent.(3)In terms of the impact of turn-taking on the classroom participation,students of high-quality classes read and speak more than regular classes,and students have a larger proportion of continuous conversation.The results of classroom observation and text analysis give some enlightenment to teachers of regular classes,such as teachers should be good at creating situations to start turn-taking,stimulate students to actively think and answer questions,give students feedback and encouragement,and pay attention to cultivating deep thinking and expanding knowledge,and flexibly use turn taking rules and turn taking strategies,etc.