| The current curriculum reform emphasis active interaction between teachers and students in the teaching process.Teachers reflect the main role of students in the class.English classes,where the English teaching takes place,directly show the real situation of the present secondary vocational English classes.Therefore,the study explores the situation of teacherstudent verbal interaction,in order to provide some help for secondary vocational English classes.In this study,the researcher selected three listening and speaking classes,three reading and writing classes,and three exercises classes,totally nine classes for video recording in a secondary vocational school of Hohhot.Using improved Flanders Interaction Analysis System(i FIAS),classroom observation and interview methods,the following questions are intended to be solved:(1)What are the current situation and characteristics of teacher-student verbal interaction in secondary vocational English classes?(2)What are the differences of teacher-student verbal interaction in listening and speaking classes,reading and writing classes and exercises classes?(3)What are the factors affecting the teacher-student verbal interaction in secondary vocational English classes?Through the study,the following conclusions are drawn:(1)The current situation of teacher-student verbal interaction is as follows: the teacher’s talk accounts for 58.65%(norm-referenced assessment:68%),and the ratio of student’s talk is 23.67%(norm-referenced assessment:20%),teachers’ talk is more reasonable,and students are able to express their ideas in class.Characteristics of teacher-student verbal interaction are as follows: teachers’ classroom teaching style is mainly direct influence,because teachers’ indirect influence accounts for 11.5% of direct impact and teachers’ lectures and instructions are more common;teachers mainly ask students simple closed-ended questions,which accounts for 77.98% of teachers’ questions;students’ talk is mainly proactive response,accounting for 82.71% of students’ responses,but they lack of awareness of asking questions,only accounting 12.3% of students’ active talk.The emotional atmosphere is harmonious,teacher’s positive reinforcement is 135.42% of negative reinforcement;the talk around teaching materials accounts for32.4% of the classroom talk,indicating that teacher pays attention to the knowledge expansion.(2)There are differences between teacher-student verbal interaction in listening and speaking classes,reading and writing classes and exercises classes: the ratio of teacher’s talk is 48.29%,and that of students is 41.08% in listening and speaking class,teacher-student verbal interaction situation is ideal(the ideal value is between 1-2).The ratio of reading and writing and exercise classes is high,while that of student’s talk is low.The ratio of silence and technology in exercises classes is higher than those of the other two classes.(3)The factors that affect the teacher-student verbal interaction are as follows: students’ attitude,student willingness and their personality affect the interaction with teachers;In terms of teachers,the teaching time,change of teachers and whether participating systematic training,affecting the interaction with students;Other objective factors: English class,as a public course in secondary vocational school,limited teaching time and students’ weak basic knowledge affect the teacher-student verbal interaction situation.In view of the above research,the author puts forward some optimization strategies for teacher-student verbal interaction in secondary vocational school: school builds learning and communication platform and encourage teachers to actively participate in training and observation,where they can learn from excellent teachers;the students try to establish a harmonious relationship with teachers and recognize their mistakes correctly;the teacher should pay attention to class details and create a positive classroom environment. |
