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本文是一篇阅读理解论文，研究发现师生言语互动存在如下不足：首先，教师在教学中的角色认识不清，课堂结构有待优化。其次，问题设置不当，开放性问题较少。有些互动不符合英语教师课堂话语的逻辑性和连贯性，造成师生言语互动的障碍。最后，课堂互动的反馈形式单一。

Chapter 1 Introduction

1.1 Background of the Research

Given the fact that the classroom is the main site of teaching activities,wherethere are the most frequent teacher-student interactions.Of all interactive behaviors,verbal interaction accounts for about 80 percent,which is the most important part ofclassroom teaching.High-quality communication and interaction between teachersand students directly affect the quality of classroom teaching.More emphasis hasbeen placed on teacher-student verbal interaction by many scholars.With theappearance of multiple teaching frameworks and standards,the focus of teachingresearch has changed from examining the efficiency of teaching methods to focus onboth teachers and students interactive behaviors.Therefore,verbal interaction is anessential part of connecting the thoughts and behaviors of teachers and students,andhow to improve the efficiency of teacher-student verbal interaction has become one ofthe hottest topics of great concern to Educational researchers.

In addition,the Compulsory Education English Curriculum Standards(2022)clearly points out in The Curriculum Implementation Proposal that proper teachingcontent and teaching procedures should be arranged,and as well as diverse classroominteraction activities for students should be provided by teacher.As for teachers,theyshould create more opportunities for students to practice,aiming at improving theability of self-learning and cooperative learning.It indicates that teacher-studentverbal interaction plays a crucial role in English education curriculum reform.

1.2 Purpose and Significance of the Research

1.2.1 Purpose of the Research

For most Chinese junior high school students,learning and speaking Englishusually happens in the classroom.A series of English interactive activities also takeplace in the classroom.Except for the place of English classrooms,students seldomhave an opportunity to communicate in English on other occasions.In this sense,improving the effectiveness of classroom interaction directly affects students’mastering of language and the cultivation of learning ability.In high-qualityinteractive classes,teachers’roles should be various.Firstly,the role of a teacher is aprompter and guider who serves the function of a go-between,and the teacher is also an evaluator who pays attention to students’expressions and makes necessaryevaluations of students’opinions.Besides,the teacher also plays a role of atmosphereadjuster,encouraging all students to participate in the activities.Meanwhile,studentsare the masters of learning,who are supposed to raise questions,share opinions anddemonstrate their talents.The study aims to explore the current state ofteacher-student verbal interaction and reflect on how to reach the requirement ofhigh-quality interactive classes.

The motivation to investigate the issue of verbal interaction is from practicalteaching experience.In some classes of X Junior High School in Wuhan,theatmosphere of the classroom is active;most students in class are good atcommunicating.As a result,students show high-quality language output and sharpthinking.More importantly,the students are well organized in language and seem tobe p本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。