The Investigation Of Peer Interaction In English Listening And Speaking Class Of Junior High School

English Curriculum Standards for Compulsory Education(2022 Edition)put forward four dimensions of key competency in English,which refers to language competence,thinking quality,cultural consciousness and learning ability.The key competence advocates independent learning,cooperative leaning,project-based learning,which are all in line with the view of English learning activities from the English Curriculum Standards.As part of the cooperative learning and an effective way of facilitating language acquisition and learning,the importance of peer interaction should be valued and concerned by all teachers and researchers.Listening and speaking skill are often viewed as the ones which are more difficult to master within the five English language skills by learners,since listening and speaking class is the most common situation for the students to apply the use of English,teachers should make the best use of it to provide students with more possibility of improving language skills through peer interaction.Based on previous research and the author’s teaching experience,teacherstudent interaction is still the most frequently used ways of interaction in listening and speaking class of junior high school.Meanwhile,limited to the duration of class,simple oral homework and incomplete evaluation system,teachers are not sure about the real competence of students’ listening and speaking and the problem behind it,which also result in lacking effective ways to resolve the difficulty of developing listening and speaking skills,causing the low efficiency of task achievement in the listening and speaking class.This study intends to provide teachers with suggestions on peer feedback training,clarifying teaching objects,setting up task situation according to the features of peer interaction in listening and speaking class by investigating and analyzing.In this study,literature analysis,classroom observation,questionnaires and interviews were used to investigate the peer interaction happening in the English listening and speaking class of two Grade 7 classes from a junior high school in Shanghai.The author conducts quantitative analysis by using IBM SPSS Statistics 26 as the tool to analyze the questionnaire and qualitative analysis by transliterating the audio record from listening and speaking class.The study aims to answer the following three questions: 1.What’s the feature of negotiation happening in listening and speaking English class of junior high school? 2.What’s the feature of the corrective feedback happening in the listening and speaking English class of junior high school? 3.What do learners think of the factors contribute to the negotiation and corrective feedback?The result of the study shows: 1.The negotiation of form happens most frequently of the 3 kinds of negotiation,learners have stronger awareness to focus on the form of target language than other forms of language,while learners are not much aware of the use of English in meaningful communication.2.Recast is the most frequently used feedback type,and learners need to improve their skills of providing corrective feedback.3.Junior high school students commonly put emphasis on the peer interaction happening in English listening and speaking class and see it as a beneficial way to learn English.