Research On English Classroom Interaction In Junior Middle School Based On Improved Flanders Interaction Analysis System

Teacher-students interaction,as an essential way to cultivate students’ language communicative competence,is a process of communication and meaning negotiation between teachers and students in the teaching process.The cultivation of core competence puts forward new requirements for improving the quality of classroom interaction,which usually can be reflected by high-quality classes.The educational values contained in them can play a guiding role in improving the quality of normal class teaching.Therefore,a comparative study between high-quality classes and normal classes is helpful to research the current situation of classroom interaction,to find out the problems of classroom interaction existing in normal classes and to improve them.In addition,this research is significant to improve the quality of classroom interaction and to cultivate students’ English core competence.Flanders Interaction Analysis System(FIAS)proposed by American scholar Flanders(1963)reflects the situation of teacher-students verbal interaction,which is still an ideal tool for classroom teaching research.In order to meet a variety of research needs,different scholars have improved it based on their own situation.This study will us improved Flanders Interaction Analysis System(i FIAS)proposed by Fang Haiguang etc.(2012)as a research tool,select five normal classes and five high-quality classes as research materials,and propose the following four research questions on the basis of the category system and analysis methods of i FIAS:1 What are the differences between high-quality classes and normal classes in classroom structure?2 What are the differences between high-quality classes and normal classes in teaching style?3 What are the differences between high-quality classes and normal classes in teacher questioning?4 What are the differences between high-quality classes and normal classes in the use of information technology?In order to solve the four problems,this study utilizes the category system,recording rules and analysis methods of i FIAS to study the samples.Firstly,with the help of classroom audios and videos,this paper counts the frequencies of 14 kinds of interaction behaviors,and calculates the proportion of these interaction behaviors in order to analyse and compare the differences between high-quality classes and normal classes in classroom structure.Secondly,the ratios between teachers talk’ positive reinforcement and teacher talk’s negative reinforcement are calculated for analysing the differences between high-quality classes and normal classes in teaching style.Thirdly,according to the proportion of questioning behaviorand the proportion of using information technology,the differences between high-quality classes and normal classes are analyzed and compared.Through the comparative study,the following conclusions have been drawn.Above all,no significant difference is found between normal classes and high-quality classes in classroom structure.In addition,in terms of teaching style,there are a few differences between high-quality classes and normal classes.Data reveal that teachers in high-quality classes are inclined to adopt indirect talk and positive reinforcement such as praise and encouragement,or accepting students’ views,indicating a more harmonious and positive teaching style.Besides,in the aspect of teachers’ questioning,teachers all adopted a large number of closed questions to test students,and there is no significant difference.However,the ratio of teacher questioning and the number of open questions used in high-quality classes is obviously higher than that in normal classes,indicating that high-quality classes are better than normal classes in inspiring students to think,integrating practical life and cultivating students’ creative thinking.Finally,in using information technology,the data show that there is no significant difference between high-quality classes and normal classes,but through classroom observation,the researcher found that teachers in normal classes mainly use multimedia to display teaching materials,such as playing listening tape and so on.But the teachers in high-quality classes can create contexts for language learning through multimedia or use multimedia to present teaching content in the way of games,which greatly stimulates students’ interest.Based on the above research,the researcher believes that in order to improve the quality of classroom interaction,the role of teachers should be changed from speakers to communicators;the role of students should be transformed from listeners to participants;teachers’ language should be changed from criticism to motivation;classroom questioning should be changed from test to inspiration.At the same time,teachers should also make good use of information technology to create contexts for language learning,so as to stimulate students’ learning motivation.