A Study On Teacher-student Interaction In High-quality English Classes Based On IFIAS

As a malleable feature of classroom environment,teacher-student interaction guarantees the well-off development of teaching activities and the completion of teaching tasks.Effective teacher-student interaction is one of the significant characteristics for high-quality classes.Therefore,exploring teacher-student interaction strategies employed in high-quality English classes can provide some support and suggestions for the reform and development of practical English teaching.With the help of iFIAS and based on the observation and analysis of six high-quality English classes awarded in the 2021 National English Teachers’ Basic Skills Competition and the SFLEP National Foreign Language Teaching Contest,this thesis explores the following three questions: What are the characteristics of teacher-student interaction in high-quality English classes at different learning stages? What are the changes of teacher-student interaction in high-quality English classes throughout different learning stages? What are the strategies of teacher-student interaction used in high-quality English classes at different learning stages?The conclusions are drawn through research.Firstly,the overall characteristics of teacher-student interaction in high-quality English classes can be summarized as teacher-dominant and student-centered but there are some differences at different learning stages.Secondly,the changes of teacher-student-interaction in high-quality English classes throughout different learning stages can be reflected from four aspects: the teacher talk,student talk,classroom silence and the operation of technology.Thirdly,the strategies of teacher-student interaction used in English classroom mainly concern lecturing strategy,questioning strategy,praising or encouraging strategy,group interaction strategy and self-learning strategy.And teachers of high-quality English classes at different learning stages choose different interaction strategies according to the characteristics of their target students and teaching objectives.Finally,this study puts forward five pedagogical implications for teachers:（1）establishing teacher-dominant and student-centered interaction mode;（2）reducing teacher talk with direct influence and negative reinforcement;（3）paying attention to the use of group interaction strategy;（4）providing certain positive classroom silence and（5）realizing the deep integration of technology and teaching.This thesis is a descriptive study on teacher-student interaction in high-quality English classes,which not only enriches and develops the empirical research on the analysis of teacher-student interaction in English classroom but also provides some reference value for the improvement of practical teaching quality.However,there are some limitations in research methods,data collection and analysis process.It is hoped that related studies can be further enriched in the future.