A Study On The Interactive Ability Of Teachers And Students In English Learning-appropriate Classroom In High School

Classroom interaction is an important way to promote the development of learners’ thinking and cultural awareness.High-quality classroom interaction can arouse students’ enthusiasm and cultivate students’ interest in learning.The learning-appropriate classroom,proposed by Professor Wang Jian,is a learner-centered classroom that fully takes into account the needs and characteristics of learners and can promote meaningful classroom interaction between teachers and students.Therefore,this study takes the learning-appropriate classroom as the background to study the interactive ability of teachers and teachers in the English classroom.Based on the Sociocultural Theory,the Interaction Hypothesis and the Cognitive Framework Theory,this study selected some senior high school English teachers and students in Xinjiang as research objects through convenient sampling method,and adopted literature research,questionnaire survey,video analysis method and interview method to explore the following questions: 1)What is the actual representation of the interactive ability of high school English teachers? 2)What is the actual representation of the interactive ability of high school students? 3)What factors influence the interactive ability of high school English teachers and students?In order to solve the research problems,the researcher issued questionnaires during the internship,collected and sorted out the data of teachers and students on classroom interaction ability,described and analyzed the data through a combination of quantitative and qualitative methods,and reached the following conclusions:(1)There is no significant difference in the overall representation of classroom interaction ability of high school English teachers in seven demographic variables: gender,teaching age,professional title,educational background,class level taught,grade taught and school location.In terms of each sub-dimension,only the ability to reshape students’ expression and gender,the ability to induce classroom interaction and professional title,and the ability to create interactive space are significantly different from the school location.(2)The overall representation of classroom interaction ability of high school students has no significant difference in the time variable of starting to learn English,but there are significant differences in grade,academic performance,gender,region and teachers’ classroom English use frequency.In terms of ability dimensions,there are no significant differences in the event variables of students’ beginning to learn English,the classroom interaction understanding dimension and the enrollment background variable,and the classroom interaction skills and gender variable.The remaining dimensions have significant differences in the remaining variables.Through interviews,it is found that teachers’ classroom interaction ability is complex and dynamic,which comes from macro-factors of social culture and history,as well as from the middle school situation and personal factors of teachers.It is found that both teachers and students have good classroom interaction ability under the background of learnable classroom,so attention should be paid to the construction and application of learnable classroom.In classroom interaction,teachers should increase the opportunities for students’ language input and output,create a real context that students can contact,experience and understand,encourage interactive communication among peers,discover language rules,and gradually master language knowledge and skills.The transition from teaching-appropriate classroom to learning-appropriate classroom,with the interaction in the classroom as the carrier,achieving the expected teaching objectives in the teaching process,is not only conducive to the development of students’ comprehensive ability of using English language,but also can cultivate students’ positive attitude towards English learning,and finally achieve a virtuous cycle of English classroom.