An Investigation Of Teacher-student Interaction Situation In Junior High School English Classroom

Under the background of new curriculum reform,the effect of teacher-student interaction has been paid much attention in junior high school English classroom.This teaching model is beneficial to increasing the communication and interaction between teachers and students,promoting the subjective initiative of students and creating an active classroom atmosphere so as to improve the teaching quality of English class.In the internship process,the author conducted a research on the implementation of interactive teaching,and the purpose of the research is to investigate and analyze the teaching situation of teacher-student interaction in the English class.In accordance with relevant theoretical basis of input hypothesis,interaction hypothesis and output hypothesis,this thesis attempts to conduct a research on the current situation of teacher-student interaction in junior high school English classroom.Three research questions are proposed:(1)What is the current situation of teacher-student interaction in junior high school English classroom in terms of interactive types and pushing forms?(2)What are the attitudes of teachers and students towards teacher-student interaction in junior high school English classroom?(3)What are the factors influencing teacher-student interaction in junior high school English classroom? In order to answer the above questions,the author collected data by means of classroom observation,questionnaire as well as interview.The research subjects are 4 teachers and 200 students in Luoyang Dongsheng No.3 Junior High School.At first,the author observed 8 reading classes of 4 English teachers.Next,200 questionnaires were distributed to the students.Finally,the author interviewed 4 teachers and 9 students.After data analysis,the research results include the following aspects:(1)The types of interactive activities lack diversity and flexibility in the class,and teachers’ interaction with individual student and the whole class are the main interactive types.As for the pushing forms of classroom interaction,teachers’ feedback to students’ performance is single,the implementation of nonverbal behavior is insufficient in the class,and proposing questions to the students ignores students’ individual differences.(2)Most teachers and students hold a positive attitude towards teacher-student interaction and are satisfied with current teacher-student interaction.However,for some reasons,some teachers do not apply interactive activitiesappropriately in the class,and some students do not actively participate in interactive activities in the class.(3)The factors influencing classroom teacher-student interaction mainly include teachers,students and some objective factors.Among them,factors of teachers include teachers’ teaching concept,teaching experience,teachers’ personality and teaching pressure;factors of students involve students’ intelligence difference,the degree of learning motivation,and students’ personality differences.Some objective factors are in regards to current examination-oriented evaluation system,the limited teaching time,unreasonable class size and seat arrangement.Based on the research,the author puts forward corresponding interactive teaching strategies to the existing problems,and hopes that the thesis could be conducive for teachers to fully realizing the current existing problems of English classroom interaction in junior high school,and provide reference for the improvement of interactive quality.