| Language is a tool with which people communicate with others. The acquisition of a language requires not only the knowledge of its vocabulary, grammar, cultural backgrounds, but also the ability of using it. English, though the most widely used language in the world, is still a foreign language in China. Chinese students usually learn English in the classroom and seldom do they have the chance to practise in their daily life. Therefore, classroom is where the practice takes place.The general objective of the New English Curriculum Standards for High School is to develop students’integrated language skills, especially their ability of gaining and processing information, and ability of analyzing and solving problems. It also emphasizes on the improvement of students’ability of speaking and thinking in English.Under such circumstances, the traditional grammar-focused teaching method has become outdated and inappropriate. Teaching methods such as Communicative Language Teaching and Task-based Language Teaching, which pay more attention to classroom interaction, have been introduced to English teaching in China.This thesis aims to make an investigation into the current Teacher-Student Interaction in Year Ten’s English classroom, and make an analysis of the major problems in current English Classroom Teacher-Student Interaction and try to find out their roots, which is assumed to help to improve English teaching and learning of Year Ten students in the above mentioned area.This thesis aims to answer the following three questions.1. What is the actual teacher-student interaction in Year Ten’s English classroom like now?2. What are the major problems in such classroom teacher-student interaction?3. What are the roots of the problems?In order to answer these questions, the researcher chooses the following two data collection instruments:Questionnaire and Interview. The results of the investigation show that a large number of students are just used to passively listening to the teacher and seldom do they interact with their teacher which definitely results in ineffective teaching. The reasons are analyzed in four aspects—the content of classroom teacher-student interaction, teacher factor, student factor, and social factor, then some suggestions are given respectively on how to improve English classroom teacher-student interaction. |
