The Research On Teacher-student Verbal Interaction In Senior High-quality English Classes

The study of verbal interaction in classroom teaching is a kind of practical reflective study,which can help teachers solve class problems as well as enrich their teaching theory,thus promoting their professional development.Domestic and international researches on interaction have given reflective teaching great support in theory and practice.The promotion of Flanders Interactive Analysis System(FIAS),boosts reflection on classroom interaction among front teachers.High-quality English classes are effective English classes,which are the important content of curriculum reform and educational quality assessment in senior English classes.So,it is significant to take high-quality English lessons as a new perspective to study the teacher-student verbal interaction.This paper aims to provide an opportunity for senior English teachers to realize the condition and features of teacher-student verbal interaction in senior high-quality English classes,and make suggestions to promote effective teacher-student verbal interaction in senior English classroom teaching.This paper proposes the following two research questions:(1)What is the current condition of teacher-student classroom verbal interaction in senior high-quality English classes?(2)What are the characteristics of teacher-student classroom verbal interaction in senior high-quality English classes ?The author selected 13 high-quality lessons from the Tenth National Senior English Classroom Observation Competition as the sample.According to the encoding rules of Flanders Interactive Analysis System,the author observed,encoded,counted and analyzed the teacher-student verbal behaviors by watching video cases of senior high-quality English classes.Then,made a general analysis about the current condition of the teacher-student verbal interaction in senior high-quality English classes,and also analyzed the characteristics of teacher-student verbal interaction in classroom language structure,classroom control,classroom atmosphere these three dimensions.According to the FLAS classification of classroom teacher-student verbalInteraction,the condition of teacher-student verbal Interaction in high-quality English classes can be illustrated from teachers talk,students talk,silence or confusion these three aspects.Based on the statistics and analysis of data and information,it found that in high-quality English classes,the higher occurrence rate of teacher talk,in turn is “Lectures”,“Asks Questions”,“Praises or Encourages”,and “Accepts or Uses Ideas”.The lowest frequency of teacher talk is category seven“Criticisms or Justifies Authority”,which do not appear in classroom verbal interaction.In student talk,the ratios of “Responds” and “Initiates” is basically equal.The “Silence or Confusion” in high-quality English classes is presented as watching video,listening to recordings and doing exercises,which are mostly benefit for promoting the classroom teaching.According to the matrix analysis of FLAS,the characteristics of teacher-student verbal Interaction in high-quality English classes can be explored from classroom language structure,classroom control,and classroom atmosphere these three dimension.From the classroom language structure,it found that the amount of student talk is higher than the norm,the amount of teacher talk is lower than the norm,which means the students can better involve the teacher-student interaction.From the classroom control,it found that the teachers more prefer to use the direct talk,meanwhile,the teacher also use indirect talk moderately.From the classroom atmosphere,it found that the teacher showing more positive speech to students.The classroom atmosphere is harmonious.