The Comparative Study Of Experienced And Novice Teachers' Verbal Interaction In English Class Of Primary School

According to the New English Curriculum Standard(2011),the major goal for primary school English teaching is to attract pupils' curiosity and interest in learning English.It also tells that teacher-student influential interaction has a positive impact on learning and teaching.The interaction can be classified into verbal interaction and non-verbal interaction.As for language,the verbal interaction acts an important role in classroom teaching.Do variances exist between experienced and novice teachers? What are the similarities and differences between them? In this field,however,a lot of studies choose high school or college students as their research participants.Therefore this study turns focus on primary school and aims to find out the concrete similarities and differences between novice teachers and experienced teachers in term of verbal interaction.The participants in this study are an experienced teacher and a novice teacher from Experimental School Attached to Sichuan Normal University.In this study,interview was adopted to research teachers' view on verbal interaction and observation was adopted to research classroom verbal interaction from four aspects: discourse quantity,classroom atmosphere,teaching inclination as well as question and answer mode.The collected data was dealt with and analyzed by FIAS(Flanders Interaction Analysis System).At last,the researcher drew the following conclusions:1.In term of teachers' view,both the experienced teacher and novice teacher thought teachers should control their teacher talk and create more chances for students talk;they also thought friendly classroom atmosphere is good for teaching and teachers should create creative question and answer mode.The difference is that they kept different view on adopting direct or indirect influence for teaching inclination.2.In term of discourse quantity,their teachers' view is different from actual practice.The experienced teacher spoke too much with the percentage of 69.3%,it didn't meet the objectives of this story lesson;the novice teacher's teacher talk is less than experienced teacher with the percentage of 58.1%,it is because she lacked preparation and management method,so in her class,the silence and confusion time occupied a large proportion.3.From aspect of classroom atmosphere,by accepting students' ideas,praising and encouraging students both the experienced and novice teachers created a friendly and harmonious classroom atmosphere.4.In the light of teaching inclination,both of them preferred indirect influence and positive reinforcement.However compared with novice teacher,the experienced teacher adopted more direct influence.It is attributed to her teaching belief and experience.5.From the perspective of question and answer mode,both of theirs are traditional teacher ask—student answer mode.Experienced teacher preferred to repeat and explain question before the students answered.So did the novice teacher.Both of them lacked way to inspire students to answer questions initially and think creatively.Based on the conclusions,some implications are drawn here.First,teachers should avoid the inconsistency of belief and teaching practice and give more chances for students to express.Second,teachers should change question and answer mode.They should raise more open questions to train students' creative thinking.The last implication is that experienced teachers should learn more new theory;novice teachers should make adequate preparations for class and learn management methods.