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Interaction in Junior High School English Class Abstract Traditional language teaching method has been dominant in China’s middle school language classrooms for a long time although there has been great improvement in the study of EFL teaching in China. Under the influence of traditional methods, students receive language input in a passive way and have limited opportunities to produce comprehensible and effective language output. The traditional theory, practice, and testing model can hardly work effectively in accord with the need of social development. Modem language teaching and learning is student centered and it calls for students’ initiative and focuses on the process of learning rather than the pure study of teaching methods and techniques. As a new tendency, classroom interaction has been studied and observed by a lot of scholars, but most of such studies in China have been directed at language classrooms on the university or college level with its major focus on classroom discourse analysis. Since such research data are quite limited, more relevant studies should be made on the middle school level with amore varied perspective.47395
With the help of Flanders Interaction Analysis System, this study observes various classroom speech activities as well as the types of questioning and the ways of giving feedbacks. It’s concluded that the IRF model is still dominant in the language classroom and that teachers’ speech amount exceeds that of students. Most of the time, students are passively involved in classroom activities. Their awareness of active learning should be activated. Therefore, the final part of the paper puts forward some suggestions on how to enhance classroom interaction and improve students’ classroom involvement, so that their learning motivation can be stimulated and their language competence can be further developed.Keywords: classroom interaction; interaction patterns; learning initiative; student-centered teaching
初中英语课堂互动探究
摘要尽管近年来在以英语为第二外语的教学领域研究十分丰富，中国的初中英语课堂依旧主要运用传统的语言教学方法。学生在课堂上被动地接受语言输入，鲜少有机会进行可理解的、有效的语言输出。传统的教学理念、教学模式和测试方式已经不能适应社会发展的需求。现代外语教育强调：在教与学的过程中，教师必须以学生为中心，调动学生的主观能动性，发挥学生学习的主体作用，而不只是研究教学方法和技巧。作为一种新趋势，课堂互动受到了许多学者的关注和研究。然而，目前国内关于课堂互动性的研究主要是在大学中展开的，而且大多是从话语分析的角度进行的。关于初中英语课堂互动性的研究略显不足，因此有必要从多种角度展开研究，弥补这一空白。
研究运用了Flanders互动分析系统来分析课堂中的言语行为、会话结构、提问类型和反馈方式。结果表明：师生之间的IRF模式依旧主导着课堂，教师的课堂话语量远远超过学生的课堂话语量。学生主动参与课堂的意识需要进一步加强。因此，本研究最后提出若干建议，希望可以进一步提高课堂的互动性，提升学生的课堂参与度，提高他们的学习兴趣，最终达到提高他们的综合语言能力的目的。
毕业论文关键词：课堂互动；互动模式；学习主动性；以学生中心
Contents
1. Introduction 1
1.1 Background of the Study 1
1.2 Significance of the Study 1
1.3 Outline of the Thesis 2
2. Literature Review 3
2.1 Interaction 3
2.2 Classroom Interaction