教学改革互动教学毕业论文.doc

contentsabstract.i摘要.chapter 1 introduction.4chapter 2 an overview of teacher-student interaction. 52.1 definition of teacher-student interaction .52.2 significance of teacher-student interaction62.3 current situation of teacher-student interaction.7chapter 3 how to promote teacher-student interaction93.1 how to facilitate english classroom interaction.93.1.1 building up a relaxed learning atmosphere .103.1.2improving questioning skills. 113.1.3 providing comprehensible materials .133.1.4 establishing teacher-student rapport .14chapter 4 conclusion .17works cited .18abstractone of the most prominent problems is the inadequate teacher-student interaction in classroom. in light of this, the thesis intends to take an in-depth look at the current situation of teacher-student interaction in english class and puts forward four strategies to promote it: building up relaxed learning atmosphere, improving questioning skills, providing incomprehensible materials and maintaining teacher-students rapport. the study is expected to arouse teachers awareness of teacher-student interaction in english teaching, and contribute a bit to teaching reforms in china. key words: teacher-student interaction; strategies, teaching reforms摘要本文试图深入剖析英语课堂师生互动的现状，并且分析造成这一现象的原因。在此基础上，提出了四点改进策略：创造良好的学习氛围，提高提问技巧，提供更多易于理解的资料，维持良好的师生关系。本研究旨在提高教学实践中应用师生互动模式的意识，并为教学改革贡献绵薄之力。关键词：师生互动；策略；教学改革an analysis of teacher-student interaction in english classroomschapter 1 introductionwith the deepening of inter-cultural communication in almost every field, english, as a powerful communication tool, has played a more and more important role. in china, english has gained more and more popularity.english teaching is supposed to satisfy the need of the society. however, the fact is that english teaching in china is far from satisfactory. one of the most prominent problems is that the teacher-student interaction is inadequate due to many objective factors, such as large-scale classes, poor facilities in some school, some teachers poor english proficiency and the cultural differences. in present english classrooms, teachers confine themselves to the role of instructor, while the students are receptors. it is found that most of the classes lack interaction: students do not take initiative to participate in class; teachers do not pay much attention to students need. as a result, the atmosphere of the class is tedious, and it is difficult for the students to master the language skills, which poses obstacles to their use of english in daily life. in light of the status quo and importance of english teaching, this thesis attempts to probe into the problems of teacher-student interaction in english classroom and figure out some effective strategies to promote teacher-student interaction. it is hoped that the study can be helpful to arouse teachers awareness of interaction and stimulate students active engagement in class. chapter 2 an overview of teacher-student interactiontaking the importance of english teaching into account, many scholars have made some researches on it, and lots of attention has been paid to teacher-student interaction. to start with, it is essential to take a look into the definition and significance of teacher-student interaction in english classroom, since it is the scope of the study. 2.1 definition of teacher-student interactiondrawing inspiration from the field of social psychology, allwright(1984) put forward the concept of classroom interaction and brought it into teaching field. he defined classroom interaction like this, “classroom interaction occurs in classroom language teaching. it is the process of exchanging information between two or more participators.” (allwright, 1984:158) classroom interaction can be divided into different groups according to different cafeteria. according to the participants in classroom interaction, it can be classified into two groups: teacher-student interaction and student-student interaction. the teacher-student interaction falls into the scope of the study. zuo bin (2002) has studied on teacher-student interaction and claims that teacher-student interaction has broad sense and narrow sense. “in broad sense, teacher-student interaction is the interaction between the teacher and students. in narrow sense, it is the interaction between the teacher and student or the teacher and students in teaching situation.” (zuo bin, 2002:90) to put it in detail, unlike the traditional classroom where the students take in knowledge passively, in interactive classroom, the teachers play the role of leading the students to think, kindling their desire for knowledge and encouraging them to participate, while the students are supposed to be active in cultivating their critical thinking and cooperating with the teachers. in the west, johnson (1995) regards the teacher-student interaction as a continuum. on the one hand, “it is tightly controlled, and on the other hand, there is variability, and the extent of the controlledness depends on the pedagogical purpose of the lesson, the language proficiency of the learners, and the frames of reference through which both teachers and teachers judge the appropriateness.” (johnson,1995:67)in short, teacher-student interaction is a pattern in which teachers are the leaders, who aims to stimulate students interest and enliven the class, and students take initiative to cultivate their language skills, sense of language and way of thinking2.2 significance of teacher-student interactionsince the teacher-student interaction pattern requires the teachers to stimulate all the students enthusiasm for active learning and the students to participate actively in the learning process, the pattern plays an important role in english classrooms. the significance can be summarized into three points.first, the teacher-student interaction pattern increases the opportunities for language communication. communication is the ultimate purpose of language learning. students are given more chances to have their voice heard and finish the tasks with their partners in a relatively small group. according to hatch (1978), when the learner is involved in communication, he is exposed to ready-made chunks of language which he can incorporate into his own utterances as hatch (1978) puts it, “one learns how to do conversations and interact verbally.” (hatch, 1978:404) what hatch emphasizes is the importance of linguistic environment. second, it can promote students responsibility. since in interactive activities, students are required to respond to commands, questions, and visual cues without much explanation by the teacher, students must assume the responsibility of managing their study and think independently. third, in interactive class, students motivation for english learning can be enhanced so that students will actively make efforts to develop their english proficiency. learning motivation refers to “the tendency to expend effort to achieve goals” (johnson, 2002: 90) or “the extent to which you make choices about goals to pursue and the effort you will devote to that pursuit.” (brown, 1994:130) cognitive psychology has stressed the importance of motivation in language learning, in the words of ushioda (1996), “autonomous language learners are by definition motivated learners” (ushioda, 1996: 90).based on the analysis, it can be seen that teacher-student interaction plays a significant role in english classes in that it can offer opportunities for communication, motivate language learning and increase students sense of responsibility in language learning. 2.3 current situation of teacher-student interactionalthough in china, the teacher-student interaction pattern has long been advocated, in practice, it is far from satisfactory. generally speaking, the inadequate teacher-student interaction is manifested in four aspects:first, teachers dominate the class. in class, teachers usually adopt a question-answer model, in which teachers design the questions, wait for the expected answers and make an assessment. according to johnson: “teachers tend to control the topic of discussion, what counts as relevant to the topic, and who may participate and when. students tend to respond to teacher directed questions, direct their talk to teachers, and wait their turn before speaking. at any point, however, teachers retain the right to regain control over the structure of classroom communication. play a dominant role in determining classroom communication.” (johnson, 1995: 4) this greatly minimum the efficiency of communication, since without teachers questioning effectively and stimulating, students are passive in answering questions and are deprived of the right of being equal participants in the interaction.second, teachers pay too much attention to the grammars and other mechanics of english knowledge. in class, teachers merely check the students mastery of knowledge through texts, while ignore the application of language skills, such as speaking, listening and translating. apparently, this weakens students proficiency in speaking, listening, reading, writing and translating skills. even if some attention has been paid to oral english, the students are only expected to do some teacher-guided conversation based on the dialogues of the textbooks, while when coming to practice in daily life, students are at a loss as to how to start a conversation and carry out a conversation, because most of them are accustomed to teachers guide and text books. third, the teaching materials cannot satisfy the need of interaction. usually, a textbook is the main content to be taught, even if not, other materials are merely confined to those related to the content of the textbook with written exercises. teachers have developed the teaching model: first, teachers usually teach language points, such as words and phrases, sentence patterns and grammar points, and then the students are asked to practice reading the texts and making dialogues according to the text, and then it is time to do some exercises to enhance what the students have learned. no innovation is found day after day and year after year. as a consequence, students get accustomed to the mechanical teaching procedures, lose interest in learning english and become weak in english. fourth, in current english class, students talk too little, while teachers talk too much. only when answering questions can students have chances to practice their english. the common phenomenon is that students answer their teachers questions; few students initiate questions or express themselves bravely. relevant empirical studies reveal that teachers take up most of the talking time in class. according to the study by liu xiaoyang (2008), the average students talk time only accounts for 28.83% of total class time while the average teachers talk time accounts for 45.87%. the imbalance between teachers talk time and students talk time largely decreases the likelihood of interaction. as is known to all, only through talking and practicing can learners acquire english successfully in a short period of time. compared with teachers, students need the language practice more. if deprived of the opportunity to talk, as the days go by, students would get bored.chapter 3 how to promote teacher-student interactionalthough it is of great importance to introduce teacher-student pattern into english class, the status quo of teacher-student interaction in english classroom is worrisome. in this part, the focus will be put on the analysis of current situation and the proposal of strategies for promoting it.3.1 how to facilitate english classroom interactiongiven the current situation of inadequate teacher-student interaction, it is of great urgency to take actions to promote teacher-student interaction in english classrooms. the author, combing with the theories and practice, proposes some strategies for reference. 3.1.1 building up a relaxed learning atmospherein interactive class, teachers are required to build up a relaxed learning atmosphere. as is known to all, effective language learning calls for an atmosphere and context, in which language learning can happen naturally and learners are able to communicate freely. the english teaching in classroom is on exception. williams (2000) has his voice heard as to the topic, “it is vital to build up a supportive learning environment in language teaching class. a context which is supportive and fosters the will to learn, and where individual are encouraged to express themselves and develop their full potential and individuality creates powerful motivating conditions.” (williams, 2000:89)based on the successful cases of teacher-student interaction, it is found that students feel less nervous about practicing english and can better mater the language skills in a good classroom atmosphere. in other words, students are relaxed and active to cooperate with the teachers, which in turn, can increase teachers enthusiasm of enlivening the class by spending more time preparing interesting material and activities. humantic educationist insists that what the school has to do is to provide students with secure environment so that students will feel secure to learn, which will in turn make the learning much easier and more meaningful.in the teacher-student interaction pattern, teachers should assume the responsibility of establishing a friendly and relaxed atmosphere. first, teachers should enjoy and love teaching as well as their students. with love in mind, teachers are likely to prepare the materials more carefully, carry out their teaching methods effectively, show tolerance towards students errors and allow sufficient time for practice. second, to ensure a good atmosphere, the teachers should be fair. being fair means abandoning prejudice against the underachievers and distributing turns equally among students with no bias or prejudice. for example, teachers can use cards with students names when asking questions. third, teachers should wear smiles in class. they may even burst into laughter. good teachers should cultivate the sense of humor, being good joke-tellers and natural comedians.in a word, teachers should take the responsibility of establishing and maintaining a friendly and relaxed learning atmosphere so that the teacher-student interaction can be carried out smoothly and achieve the expected goal: teachers can teach as scheduled effectively, arouse students all enthusiasm and desire for learning, and communicate students well; students can learn more easily at ease, pay full attention to teachers and participate actively.3.1.2 improving questioning skillsmany second language studies have examined the teachers questioning behavior and the extent to which teacher questions may facilitate the second language production and students meaningful content-related responses. it is found that teacher questions serves as a communicative tool, but a cognitive device to drive learners to try out secure and insecure hypothesis about the second language. in teacher-student interaction pattern, questions raised by the teachers play an important role. teachers often rely on questions to remind students of the learned knowledge, kindle their curiosity for learning and develop students thinking abilities. poor questioning will result in the monologue style of teachers and students distraction. to improve questioning skills, teachers can make efforts in the following four aspects.to begin with, teachers should be fully aware of the importance of questioning in english classrooms. questioning is an effective means of teachers taking control of the flow of talk. it is teachers tactful questioning that serve as the basis for realizing guided learning. according to penny ur (1990), the most common purposes of questioning can be summarized into eleven aspects, and the top three purposes are: 1) to provide a model for language or thinking; 2)to find out something from the learners (facts, ideas, opinions); 3) to check or test understanding knowledge or skill. only by deepening the understanding of the importance of questioning can the teachers initiatively learn to use questions appropriately. second, teachers should have a full understanding of the types of questions and their advantages and disadvantages. generally speaking, questions in classes can be divided to display questions and referential questions.(sato&long, 1983) the former refers to requests for information already known by the teacher (e.g., “what is talked about at the meeting?”), and are regarded as poor instructional practice. the latter refers to requests for information not already known by the teacher or students (e.g., “what makes the water in the rivers dirty?”), and they can elicit students real communication. in general, the teachers ask display questions to offer students opportunity to practice language; while they ask referential questions to encourage students to take part in communication. third, it is essential to tailor the questions to students level and learning ability. those questions beyond students current abilities should be avoided. for instance, it is not proper to ask the underachievers to figure out the root-causes of english pub culture. likewise, to ask a straight-a student to recite “a, b,c,d” is not appropriate either. in addition, mu