A Study On The Teacher-student Verbal Interaction In Primary High-quality English Lessons Based On FIAS

Cognitive learning theory stimulated people’s interest of studying of interactive learning and classroom conversation.Interaction analysis is a non-experimental method to study classroom conversations.In the 1960s,Flanders constructed a structured,quantitative classroom analysis technique called the Flanders Interactive Analysis System(FIAS).The code system classifies speech acts in the classroom into 10 categories(category 1-7 is the teacher talk,category 8-9 is the student talk.Category 10 is silence or confusion).The author analyzes the teacher-student interaction through observing,coding every 3 seconds of interactive behavior,tabulating and decoding the data.This study observes 30 primary school English high-quality lessons selected from the 8th National Primary School English Teaching Seminar,using the speech classification of the Flanders Interactive Analysis System,from the 7 categories of teacher talk(category 1 "accepts feelings",category 2 "praises or encouragements",category 3 "accepts or uses of ideas",category 4 "ask questions",category 5 "lectures",category 6 "gives directions" and category 7 "criticisms or justifies authority"),the two categories of student talk(category 8 "responds",category 9 "initiates"),and category 10"silence or confusion" to study the teacher-student interaction in the primary school English high quality lessons.The research questions are as follows:1)Based on the speech classification of the Flanders Interactive Analysis System,what’s the situation of the teacher-student interaction in the primary school English high quality class?2)What kind of interactive style do the teachers have in high quality lessons?What is the ratio of teacher talk’s indirect influence(category 1-4)on students and direct influence(category 5-7),and the proportion of positive influences(category 1-3)and negative influences(category 6,7)?3)Through classroom observation,what problems exist in teacher-student interaction in primary English classes?What are the possible causes of these problems?This article mainly uses the classroom observation data,FIAS’s classification and observation scale to do the frequency and ratio analysis on the 30 high-quality lessons.Research results are as follows:1)In the teacher-student interaction in the primary school English high-quality class,the high-frequency interaction behaviors of 30 lessons are to lecture(category 5)and to ask questions(category 4).The teacher’s teaching methods are flexible and varied,and the questions are enriched.The students’ main interactive behavior is initiating(category 9).Criticism(category 7)has the least speech behavior.Although the frequency and the ratio of the category 10,silence or confusion,is very large.The activities are students’presentation to do exercises,group activities,teachers’ playing ppt and other activities,which are conducive to teacher-student interaction.2)In the high-quality lessons,teachers actively mobilize students’ initiative by accepting students’ emotions,recognizing or encouraging them,and accepting or using students’ opinions to actively interact with them.The proportion of teachers’ indirect and direct influence on students is less than 1,and the proportion of positive and negative influences is far greater than 1,indicating that teachers are more inclined to direct and positive influence.3)There are some problems in the teacher-student interaction.Through classroom observation,it is found that the teacher’s problem design is unreasonable,the open-ended questions are little,and the problem is too single.Teachers don’t pay too much attention to the introverted children.Teachers’ interaction concept is blurred.Teachers can’t stimulate students’ enthusiasm for learning.The causes of the problems are:lack of professional knowledge of teachers,misunderstanding of student’s subject status,limited ability of classroom management,lack of students’ interest in learning,and students’excessive tension.The pedagogical implications for primary school English teaching are:First,teachers should accept students’ emotions,encourage them,and accept and actively use the students’ viewpoints to actively mobilize students’ active speech.Second,teachers should create equal teacher-student relationships to ask students questioning opportunities.Ask questions to use open questions rather than closed questions.Third,teachers should cultivate students’ awareness of interaction,stimulate their interest in learning,and improve their own subjective awareness.