A case study of classroom interaction in teaching English to elementary school children

The purpose of this thesis is to analyze classroom interaction in four teachers' classes while teaching English to elementary school children. Interactive patterns and teacher talk are the main concerns of the study. The former is explored in terms of the types of interaction, the interactive sequences, the turn-taking systems and the functions of interaction; the latter is dealt with through an analysis of the teachers' questions and feedbacks.Based on the teaching methodology adopted in the study, the interactive patterns somewhat differ from those in traditional language classrooms, Not only the interactions between a teacher and his student(s), but also those between the student(s) and his/their peer classmate(s) are identified. The teacher's role does not stand as a "director" only; he is likely to be a "facilitator" to propel student-centered interactions in which the students have opportunities to initiate a topic and decide when the turn will be given. Four interactive functions are identified: instructional, managerial, disciplinary, and miscellaneous.Teachers' questions and feedbacks are two of the essential elements in teacher talk. Five types of teachers' questions are observed: display questions, referential questions, clarification requests, confirmation checks and comprehension checks. Serv.ing different purposes, each is realized in different forms. Teachers' feedbacks are analyzed into nine . categories: repetition, error-correction, evaluation, questions, translation, answer-provlsion, expansion, non-verbal feedback and simplification.This study is important in two aspects. First, it is the first done in this area. Secondly, and more importantly, it presents a clear picture of what might be passed as un important in the actual process of language teaching, i. e. the interactive / communicative portion of teaching. Of course，如此her study is needed if any definite conclusions are to be drawn