The Current Situation And Attribution Of Teacher-student Interaction In English Classroom In Junior Middle School

The interaction between teachers and students is one of the most important parts in teaching,and concerning about interactive process means pay attention to teaching and learning process.In China’s English Curriculum Standards of Compulsory Education(2011 Edition),it is clearly emphasized that teachers should use teaching strategies and teaching methods flexibly to carry out various forms of classroom interaction,and pay attention to students’ application of language and guide students to learn independently.It also shows that we should pay close attention to students’ subjectivity,the importance of learning process and teachers’ teaching theory and practice ability.However,some studies have shown that most classrooms are still unable to conduct in-depth interaction with students,resulting in formalization of the teacher-student interaction.This study,by combining quantitative analysis with qualitative analysis,makes an in-depth investigation on the current situation of teacher-student interaction in junior middle school English classes,finds out the existing problems of teacher-student interaction in classroom,and conducts attribution research on the teacher-student interaction.Based on the interactive ritual chain theory,constructivism learning theory and interaction hypothesis theory,this study explores the current situation and attribution of teacher-student interaction in English classroom in junior middle school by literature research,classroom observation,questionnaire survey,interview and corpus analysis.The following two research problems are mainly solved.First,what is the current situation of teacher-student interaction in junior middle school in English classroom? Including what is the current situation of the interaction between teacher and students of each grade and the overall in English classroom in junior middle school,and what problems exist in the teacher and students interaction in English classroom in junior middle school;Second,what are the factors that affect the interaction between teachers and students in junior middle school English classroom? It includes the factors affecting the teacher-student interaction in terms of teachers and students.Therefore,this study will take the English classroom of D Middle School in S City as an example,two parallel classes of each grade of seventh,eighth and ninth middle school were selected as the investigation samples.First,it is based on the classroom record data of the six classes in three grades of junior middle school.Second,i FIAS and classroom behavior observation scale are used to analyze the current situation and existing problems of the interaction between teachers and students in junior middle school,which are analysed by two aspects of verbal interaction and non-verbal interaction.Third,the factors affecting the interaction between teachers and students in English classroom in junior middle school are explored by using the teacher-student interaction questionnaire and semi-structured interview.The study found that the overall situation of teacher-student interaction in English classroom is good,but there are some differences among different grades.First of all,at the aspect of verbal interaction:Teacher and student speech ratio has a balance level,and the effect of the class is good;The overall style of teachers tends to positive reinforcement but direct control.Therefore,the interaction between teachers and students is still estranged and the atmosphere of interaction between teachers and students is not good enough.And with the increase of grade,the frequency of encouraged to praise,ask open questions and active response also increase,but the frequency of ask closed questions,criticism or maintenance of teacher authority and chaos decrease,teachers’ control is gradually from direct control to indirect control,and teachers gradually transforms the influence from the negative influence to a positive impact.Secondly,at the aspect of nonverbal interaction: teachers’ positive nonverbal behaviors are higher than their negative nonverbal behaviors;teachers interact with good emotional attitude;teachers and students focus on the same.With the increase of grade,the positive nonverbal behaviors of teachers gradually increase,while the negative nonverbal behaviors gradually decrease.The higher the grade,the more harmonious the atmosphere of interaction between teachers and students,the less emotional estrangement between teachers and students.According to the research,the main problems in the interaction between teachers and students in English classroom in junior middle school are as follows: in terms of verbal interaction,the teacher’s role is still a controlling type,and ignoring students’ subjectivity;one-sided emphasis on the form of interaction;ignoring classroom problems,and it is difficult to take flexible measures.In terms of nonverbal interaction,teachers’ negative nonverbal behaviors are higher and the intimacy of teacher-student interaction is lower;students have more negative nonverbal behaviors and less initiative in classroom interaction.The influencing factors for teacher-student interaction in English classroom in this study are as follows:First,in the teachers’ aspect: in terms of teachers’ cognition,teachers’ cognition of the teacher-student relationship is different from the actual classroom practice effect,and it is difficult for teachers to find the interaction problem,which leads to the teacher-student interaction effect deviating from teachers’ expectation.In the aspect of teacher quality,teacher’s career ideal influences the frequency and the effect of teacher-student interaction;teachers’ knowledge structure affects the depth of classroom interaction,while teachers’ teaching monitoring ability affects the adjustment of classroom interaction.In terms of teachers’ nonverbal behaviors,positive nonverbal behaviors are significantly higher than negative nonverbal behaviors,resulting in better teacher-student interaction.Second,in the students’ aspect: in terms of students’ cognition,for the teachers with high cooperation and low confrontation,students have a higher degree of intimacy to them;students pay more attention to their peers’ opinions and attitudes towards them,the degree of recognition from other students affects the subsequent classroom interaction between teachers and students,and the quality of group cooperative learning has a great impact on the emotional atmosphere and fluency of the subsequent interaction between teachers and students.In general,because classroom teacher-student interaction is mainly led by teachers,when teachers timely adjust the problems existing in the interaction,students will also cooperate with teachers’ guidance to improve the effect of classroom teacher-student interaction.Therefore,relevant suggestions and inspirations are put forward at the teacher aspect,including reflecting actively after class to narrow the gap between cognition and practice,improving teachers’ quality and enhancing teaching ability,reducing negative nonverbal behaviors to promote emotional interaction.This study looks forward to improving the effect of teacher-student interaction in middle school English classroom.