A Study On Teacher-Student Interaction Of English Class In Junior High School Based On IFIAS

Developing teacher-student interaction is an important task for teachers,and has been receiving attention from the educational community.This study used i FIAS developed by Fang Haiguang(2012)and interviews to conduct a research on 8 English classes from a middle school in Shijiazhuang,aiming to solve two questions:(1)What are the characteristics of teacher-student interaction in junior high school English classes?(2)What are the problems with teacher-student interaction in junior high school English classes?Some characteristics of teacher-student interaction have been found: Firstly,teachers speak more than students on the whole,and students speak more in the classes of first grade and novice teachers.Secondly,teachers as a whole tend to exert direct influence and positive reinforcement on students,with second grade teachers and female teachers exerting more direct influence,while male and skilled teachers exerting more positive reinforcement.Thirdly,teachers often use a training Q&A model to present more closed questions.Among them,second grade teachers,female teachers and novice teachers are more likely to use the training model.Students generally tend to respond passively,while students of the first grade and in the classes of male teachers and skilled teachers are more willing to speak actively.Fourthly,the classroom atmosphere is positive as a whole,with a more harmonious emotional atmosphere among first grade,male teachers,and experienced teachers.This study conducted interviews with teachers and students.The following problems are revealed: Firstly,there is an imbalance in the proportion of teacher-student speech and monotony in teacher instructions.Secondly,the interaction between teachers and students is stagnant and inflexible,ignoring students’ emotions.Thirdly,the interaction willingness of teacher and students is weak,and the efficiency is low.Fourthly,teachers’ views on interaction conflict with the design of interactive activities.Fifthly,the teaching style is single,ignoring individual differences.Based on the above findings,this study proposes some recommendations: Firstly,reduce unilateral output and enrich classroom language.Secondly,pay attention to students’ emotions and enrich interactive models.Thirdly,use dialogue skills to guide students to express themselves.Fourthly,change teaching ideas and balance teaching priorities.Fifthly,pay attention to individual differences and adjust teaching styles.