| Classroom interaction mainly includes two basic forms: teacher-student interaction and peer-peer interaction.Teacher-student interaction in the classroom context means interaction between teachers and students,and dialogue associated with the promotion or inhibition of the interaction and mutual influence of the dynamic process.Active and effective classroom teacher-student interaction helps to arouse students’ interest in learning and is conducive to middle school teachers and students to complete teaching tasks efficiently,construct new knowledge and ability,and ultimately achieve the development of teachers and students.Therefore,it is of great practical significance to pay attention to and explore the focus of teacher-student interaction in rural middle school English classrooms.This study used classroom observation and interview to study the teacher-student interactions in rural middle school English classrooms.Through the study of the teacher-student interactions in rural middle school English classrooms,we can get a deeper understanding of the current situation of rural middle school English classroom teaching,find out the existing problems,and provide some reference for rural middle school English classroom teaching,and also help me to improve the effectiveness of English classroom teaching in the future.The author selected two classes in the eighth grade of a rural middle school in Liaoning Province,recorded and observed teacher-student interactions in the classroom questioning,and scaffolding strategies used by the teachers.Then addressed the following two questions:(1)What are the features of teacher-student interactions in rural middle school English classrooms in terms of classroom questioning?(2)How do English teachers scaffold students’ learning? After classroom observation,interview has been conducted to further support the findings.Based upon the data analysis,this study finds:(1)In most cases,the teacher-student interactions in the rural middle school English classrooms were teacher-centered.Specifically,teachers’ monologues significantly outnumbered teacher-student interactions,and the students’ discourse output is simple and short.(2)When teachers scaffold students’ learning,they mainly relied on questioning scaffolding.Explaining and modelling scaffolding enable students to comprehend the text rather than to develop students’ oral English and cultivate students’ critical thinking capability.They used fewer feedback to scaffold students’ learning,and most of the feedback,were short and simple such as ‘yes’,‘no’ and ‘good’.Based on the findings,the study provides some implications:(1)Teachers should change roles and place students in the center of the classroom for teaching and equal interaction with students.(2)Teachers should use a variety of interactive strategies to design activities to allow students to actively interact in the English classrooms and output more.(3)Teachers should reduce the proportion of questioning scaffolding and increase the proportion of feeding back scaffolding when using scaffolding means.and students should be given positive feedback to enhance students’ interest in English learning,so as to achieve active interaction between teacher and students or among their peers. |
