A Study On Interaction Patterns In Chinese-English Foreign Language Classes From The Perspective Of Interactive Linguistics

In the post-epidemic era,online teaching has become an important field for foreign language teaching,and interactive linguistics has continuously contributed to classroom interaction.With the guidance of interactive linguistics,we built corpus from videos of Chinese and English foreign language teaching class in the study.Combining previous relevant researches with corpus characteristics,the research framework of this paper was formed.Qualitative and quantitative methods including classification and calculation were used to contrast and analyze the interaction patterns in classroom of Chinese and English online foreign language classes from two aspects:students’answer and response patterns and teachers’feedback patterns.The findings are as follows:(1)Compared with active response,the Chinese and English learners in the sample are more inclined to passively interact by answering the teachers’ questions in class.(2)Learners tend to follow the economic principles of language when speaking and choose simple or directly repeatable language forms to achieve interaction.(3)Teachers are more inclined to use positive feedback and single feedback patterns overall in both classes.Chinese teachers in the sample tend to use both single feedback patterns and compound feedback mode,and the number of the two feedback modes is similar.Meanwhile,English teachers are more likely to use single feedback patterns.(4)Compared with English class,the overall interaction frequency is higher and the rhythm of interaction is relatively faster in Chinese class.It can be seen that increasing questioning frequency during pedagogical process can promote positive interaction of students.Moreover,teachers can provide students with relatively simple or repeatable language materials when asking questions,which is conducive to achieving interaction.Besides,the adaption of appropriate feedback patterns can be applied in class according to students’ specific characteristics to motivate active interaction.