The Investigation Into The Teaching Strategies Of Teacher-student Interaction In English Classroom In Senior High School

The general aim in New English Curriculum Standard for senior high school, is to develop students’ comprehensive language competency and the ability to use language for real communication. Meanwhile, it stresses that students are put at the center of the curriculum and individual differences are respected. Under such a general aim, traditional classroom that makes too much of vocabulary and grammar, fails to meet students’development. Because traditional classroom mainly focuses on teacher’s explanation and ignores students’status in the classroom. And the relationship between teacher and students is only the speaker and listener. Therefore, although students have learned English for many years and stored a certain number of vocabulary and grammar, they are still unable to communicate with others in their daily life.Because of the disadvantages of traditional classroom, the author chooses relative teaching strategies from the perspective of teacher-student interaction in order that it can provide more chance for students to output the target language and to build up more equal relationship between teacher and students, and to improve the teaching effects largely. All these can be helpful to change classroom from teacher-oriented to student-oriented. Besides, the author mentions the theoretical bases used in the thesis, including the input and the output hypothesis, the interaction hypothesis, and the zone of proximal development. To identify the effectiveness of these teaching strategies, the thesis would focus on the following two questions:1. Which factors should be taken into consideration in applying these teaching strategies of teacher-student interaction?2. What is the influence of these teaching strategies of teacher-student interaction on students’English learning?In order to gain the true material about the application of these teaching strategies, the author mainly uses tests, classroom observation and questionnaire. To be specific, the author arranges the pre-test and the post-test for participants, observes the two classes and records the authentic situation in detail by video, and designs a questionnaire for students, so it can get the differences between experimental class and control class. The results have shown that these teaching strategies of teacher-student interaction are beneficial to improve students’grades, to active classroom atmosphere, to motivate students to participate in classroom actively, to build up better teacher-student relationship, and to develop students’communicative competency. At the same time, there are some limitations in the process of research and the author puts forwards corresponding implications, which is all prepared for the further study.