A Case Study Of Teacher-Student Interaction In Senior High School English Class

Nowadays, with the dramatic development of industrialization and globalization across the world, people in China, more often than not, are facing the international cooperation and competition, especially the competition in education. As an international language, English plays an important role in Chinese education. Therefore, Chinese people pay great attention to English learning in order to master English and then contribute to the development of their country. So it seems that high school English education is extremely important for Chinese students. Besides, with the reformation of the new curriculum, teacher-student interaction has attracted more and more attention from scholars and researchers. It is necessary for English teachers to find a suitable and scientific English teaching model. In fact, in the real teaching situation, effective classroom interaction is an indispensable part of English teaching, but there are limitations. There is no denying that we should change the situation and come up with some feasible measures to solve the problems.In order to know the present situation of teacher-student interaction in the English high school class, find problems existing in classroom interaction and propose effective measures to improve the teacher-student interaction, the author, guided by the interactive concepts, has observed and investigated in the affiliated high school of Wuhan University for three months. Meanwhile,4 English teachers and 343 students are observed, recorded and interviewed by the author. Finally, the author has known the real situation of the affiliated high school of Wuhan University. In addition to this, the author has realized that teacher talk still occupies the main position in the classroom interaction through analyzing and discussing the collective data. More importantly, the author also has realized that problems mainly stem from teachers, students and the environment. For teachers’perspective, teachers have different levels of professional knowledge, different beliefs and the limited time and energy. For students’perspective, teacher-student interaction is depending on students’ attitude towards cooperative learning and group discussion. For environmental perspective, the insufficient preparation for teacher-student interaction and the pressure of college entrance examination also has a great influence on the implementation of classroom interaction. Therefore, based ontheses contributing factors, the author proposes some effective measures, including improving teachers’ theoretical knowledge, creating relaxed and harmonious teaching atmosphere and advocating a diversified classroom evaluation. These measures will improve the imperfections of teacher-student interaction, appeal to the requirement of the new curriculum and improve the quality of English teaching.