| The process of language learning is the process of using language to communicate(Richards&Rodgers,2001).The goal of language teaching is to cultivate students'communicative competence.The Communicative Approach,introduced into China in the1970s,thinks highly of communication and interaction,which emphasizes that students are the subject of the class,and believes that language is the tool for people to communicate.Teacher-student interaction refers to the teaching activities between the teacher and the student with words as the carrier in the special environment of the classroom.It is the communicative activity between teachers and students in the classroom.Since the introduction of the Communicative Approach was proposed by Dell Hymes(1979),teacher-student interaction in classroom has received extensive attention from scholars at home and abroad.Domestic scholars mainly carry out researches on the theoretical level including:the significance and methods of teacher-student interaction in classroom,the study of teachers'discourse,and teachers'questioning strategies.Some scholars explore the interaction between the teacher and the student in classroom based on the Principle of Goal-direction and Communicative Behavior Theory from the perspective of linguistics.For foreign scholars,the Birmingham school represented by Sinclair and Coulthard starts from the functions of various steps,and believes that the basic model of classroom dialogue is Initiation—Response—Feedback(IRF model).Although the IRF discourse chain is the most widely used model in the current classroom teacher-student interaction,it only considers the student's response to the teacher's question,and does not take the situation that students can't answer the teacher's questions into consideration.Thus,the model itself has defects.The Dialogic Syntax proposed by Du Bois(2014)transcends the traditional linear syntactic analysis mode,pays attention to the relationship between discourses,and emphasizes that language is learned through communicative interaction in real situations.For both sides of communication,resonance occurs when the latter speaker selectively reuses the speech or structure of the former speaker.From the perspective of resonance on the syntactic structure level,it can be divided into:(1)complete resonance;(2)partial resonance;and(3)zero resonance.For EFL classroom,the resonance between the teacher-student dialogue determines the accuracy of students'answers.Therefore,dialogic syntax can make up for the shortcomings of the IRF model.In view of this,this paper attempts to establish the IRF~+(teacher question-student response-teacher feedback(probing and prompting))model based on the dialogic syntax theory,in order to make up for the deficiency of the IRF model and the traditional classroom teacher-student interaction researches.This paper has chosen 358 Wh-questions from Contemporary College English.Our subjects are 63 students from Chongqing Nanfang Translators College of SISU,which is divided into 2 classes,class 1(experimental class)is taught with IRF~+model and class 2(control class)is taught with the traditional IRF model.After 16 weeks there is a test to evaluate whether IRF~+teaching model is effective.In order to further understand the students'views on classroom teacher-student interaction,this paper also uses the questionnaire survey method.At the same time,this paper tries to answer the following questions:1:Whether IRF~+construction based on dialogic syntax can stimulate students'interests in learning and activate classroom atmosphere?2:What is the relationship between teacher's questions and EFL classroom interaction?3:What's the relationship between students'scores and their behaviors in classroom?This paper evaluates the teacher-student interaction model(IRF~+)under the guidance of dialogic syntax is more beneficial than traditional IRF model.That is to say,students who are taught by IRF~+are more active in EFL classroom and get better grades. |
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