The Analysis Of Turn-taking In Chinese Class Interaction Of The Primary School

As the New Teaching Reform goes deeper, there is obvious increase of interaction between teachers and students in Chinese class of primary school at present stage. The class atmosphere becomes livelier, and gradually a learning style of autonomy, cooperation and exploration becomes an important part of teaching as well.However, the viability of interaction between teaching staffs and students is less than satisfactory in the practical process of teaching. I notice that most of time, the interaction between teachers and students stays at the very primary stage; the subject status of the student is not prominent; the group discussion section is mere formality. The causes to these problems are various, and an important one is that teachers are lack of understanding and control of class interaction.Class interaction between teachers and students should be mutual. When one side acts as the speaker, then the other side becomes the listener. Only when two sides work in coordination under a set of agreed rules, the interaction could be carried through effectively. While Turn-taking rules, a theory of conversation analysis in text linguistics, are applied to study the interaction between the speaker and the listener. By applying this theory into practice, we can reveal the current situation and problems concerning the interaction between teachers and students on primary Chinese class, and provide some suggestions to the front line teachers about future teaching practice, which is exactly my original intention to select this topic.This paper contains five parts:1) Introduction, including the background of the subject, key research questions and the significance of the research; 2) Literature review, including defining turn-taking rules and other related theoretical concepts, reviewing the research on turn-taking rules home and abroad, and summarizing the brief history of development; 3) Research design, including the research objectives, research objects, research method and other contents concerning empirical research during the process; 4) Data analysis and discussion, analyzing the quantitative proportion of turns of students and teachers on class, degree of student participation and teachers’opinion on class interaction, etc. from classroom records and after-class interviews respectively and then summarizing the characteristics and mode of turn-taking between the interaction of students and teachers on class; 5) conclusion, based on data analysis in last chapter, pointing out the problems in the communication between teachers and students on class, providing related suggestions and analyzing the shortage of this paper.