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Factors affecting teacher-student interactions in a foreign language teaching class: a language socialisation theory perspective

Education

Factors affecting teacher-student interactions in a foreign language teaching class: a language socialisation theory perspective

C. Yao and S. Shao

This groundbreaking study, conducted by Chunlin Yao and Shuai Shao, delves into teacher-student interactions in Chinese foreign language classrooms, uncovering key strategies for improvement. With insights grounded in language socialization theory, the research identifies essential factors that enhance these vital interactions, offering a roadmap not just for Chinese English education but also for similar contexts across Asia.

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Playback language: English
Introduction
Effective teacher-student interaction is crucial for creating a dynamic foreign language classroom, improving teaching and learning processes, and boosting student well-being. However, traditional Chinese college classrooms often lack high-quality interactions, with teaching becoming a teacher-centric "personal show" and students disengaged. This study addresses the urgent need to understand the factors hindering interaction in Chinese foreign language classes, aiming to re-engage students and enhance the quality of these interactions. The lack of substantial, high-quality teacher-student interaction negatively impacts learning outcomes, teacher well-being, and student motivation. The research therefore seeks to explore the root causes of this issue and propose practical solutions.
Literature Review
While interaction is widely acknowledged as essential in language teaching, its independent study has been relatively neglected. Early research, such as Garfinkel's work, provided methodological groundwork, followed by models like IRF (Initiation-Response-Follow-up) and IRE (Initiation-Response-Evaluation) that focused on descriptive analysis and the influence of teacher evaluation. More recent studies have examined the impact of interaction on language learning (improved lexical and syntactic skills, vocabulary acquisition, speech accuracy), the factors affecting it (learner psychology, teaching methods, cultural factors), and strategies to enhance it (interpersonal communication skills, setting interactive goals, diversified methods, intelligent media). However, research specifically on the frequency of interaction and influencing factors in Chinese college English classes, particularly employing a language socialization perspective, is lacking. This gap highlights the need for a detailed examination of these issues within the Chinese context, given its unique educational and cultural background.
Methodology
This empirical study documented and analyzed teacher-student interactions in two college English classes at C University in China. The participants included students from two B-level English classes (one taught by Ms. H known for active interactions and another by Ms. L with typically less interaction). Data was collected through unstructured observation and video recording of a 90-minute lecture in each class. Data analysis employed Mehan's (1979) criteria for successful teacher-student interactions (initiation, response, evaluation/feedback) to quantify interaction frequency. The language socialization theory proposed by Duff (2007) guided the analysis of factors affecting the success or failure of interactions, with multiple reviews and consultation with a sociolinguist to ensure rigorous interpretation of the findings. Both Ms. H and Ms. L taught the same material using similar methods, allowing for direct comparison of interaction patterns and outcomes.
Key Findings
Ms. H's class exhibited significantly more teacher-student interactions (ten) than Ms. L's class (two). While both teachers initiated most interactions, the qualitative nature of these interactions differed considerably. Ms. H's interactions were characterized by a more equal teacher-student relationship, incorporating her personal experiences to relate with students and facilitate open discussion. She effectively integrated cultural elements into the lessons, creating a context conducive to interaction. In contrast, Ms. L's interactions were often brief and teacher-dominated, focusing primarily on language skills at the expense of cultural understanding and creating a less engaging atmosphere. Student-initiated interactions only occurred in Ms. H's class, further highlighting the different classroom dynamics. Analysis of the interactions revealed that Ms. H's success stemmed from creating an equal teacher-student dynamic, emphasizing both language and cultural understanding, and effectively using context to facilitate comprehension and engagement. Ms. L's approach, which prioritized a teacher-centered model and focused primarily on language skills, resulted in limited interaction and student engagement.
Discussion
The findings directly address the research questions, demonstrating that interaction frequency varies considerably and is significantly influenced by teacher-student relationships, pedagogical approaches, and the incorporation of cultural context. The success of Ms. H's interactions highlights the importance of creating an equitable environment where students feel comfortable participating. The emphasis on both language and cultural acquisition aligns with the broader goals of foreign language education and promotes deeper learning and engagement. Finally, the creation of context is pivotal in enabling students to actively participate and understand the material. The differences between Ms. H and Ms. L's teaching styles underscore the need for pedagogical shifts towards more student-centered approaches in Chinese English language classrooms.
Conclusion
This study reveals that teacher-student interaction frequency in Chinese college English classes is highly variable, impacted by factors such as teacher-student relationships, pedagogical approaches, and the creation of context. To improve interaction, teachers should adopt student-centered approaches, integrate cultural understanding, and actively create a supportive learning environment. Future research could explore these factors across diverse contexts and expand the sample size to increase generalizability. Testing the proposed teaching suggestions in practice is also crucial for determining their efficacy.
Limitations
The study's limitations include the small sample size (two classes), the focus on a specific theoretical framework (Duff's language socialization theory), and the lack of empirical testing of the proposed teaching suggestions. Future research should address these limitations by expanding the sample, incorporating diverse theoretical perspectives, and evaluating the effectiveness of the proposed suggestions through controlled teaching experiments.
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