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B.J.(1969)divides teacher-student verbal interaction into three types:teacher-centered,student-centered and knowledge-centered according to the view of the sociologistParsons’social systems.Based on the nature of teachers’leadership behavior inteacher-student interaction,R.Lippitt&R.K.White(1943)divide teachers’teachingstyles into three types:authoritative,democratic and permissive.Therefore,threedifferent teacher-student interactions are formed:teacher-command,teacher-studentnegotiation,and teacher-student non-interference(cited from Zhang Ziping,2015).What’s more,the discourse models of teacher-student verbal interaction also drawresearchers’attention.Bellack(1966)summarizes that the four moves in classroominteraction:Constructing-Responding-Soliciting-Reacting.Sinclair and Coulthard(1975)propose that the basic discourse mode of teacher-student verbal interaction canbe seen as:Initiation(I)-Response(R)-Feedback/Follow-up(F).That is IRF model.Mehan(1979)further proposes there are other models of teacher-student interactionbesides IRF,such as IRFF,IR,etc.

Chapter 3 Theoretical Framework ...................... 18

3.1 Theoretical Foundations ............................... 18

3.1.1 Krashen’s Input Hypothesis .............................. 18

3.1.2 Michael Long’s Interaction Hypothesis ................... 18

Chapter 4 Research Design ............................ 22

4.1 Research Questions .......................... 22

4.2 Research Subjects ...................................... 22

4.3 Research Instruments--iFIAS .......................... 23

Chapter 5 Results and Discussion ................................ 32

5.1 The Characteristics of Teacher-Student Verbal Interaction ............. 32

5.1.1 Classroom Structure ........................ 32

5.1.2 Teaching Style .................................. 35

Chapter 5 Results and Discussion

5.1 The Characteristics of Teacher-Student Verbal Interaction

The matrix table of detailed data can be obtained after decoding the sample videoclasses by iFIAS through the quantitative data collected in the video and thecalculation rules of the coding system,which will be provided in Appendix 3.Byanalyzing all matrix tables,some data can be analyzed and discussed accordingly.Theoverall characteristics of teacher-student interaction can be analyzed from thefollowing five aspects:classroom structure;teachers’teaching style;teachers’questioning;the feature of students’speech;classroom silence and technology.

5.1.1 Classroom Structure

The iFIAS divides teacher-student verbal interaction behaviors into 4 categoriesand 14 types.From code 1 to code 7 are listed as teachers’talk.Code 8 to code 10 areclassified as students’talk.Code 11 to code 12 are marked as classroom silence andconfusion.Media technology application behavior in classroom teaching is marked bycodes 13 to 14.The ratio of the sum of the sequence pairs to the total frequency iseach behavior’s ratio.For instance,the sum of the frequencies of all sequence pairs incolumn one to seven is teachers’verbal behavior.This number divided by the totalfrequency is the ratio of teachers’talk.The behavior of oth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。