<p>This research employs an ethnographic approach to examine teacher-student interaction during teacher-fronted classroom time in classrooms for English majors in a Chinese university. It involves two teachers and their respective classes. The data was collected through classroom observing, audio- and video-taping, oral report, interviewing and stimulated reflection across a two and a half month period. The data is analyzed qualitatively, using Nvivo as the main research tool and grounded theory as the approach. Informed by Vygotsky's (1978) sociocultural theory which puts talk at the core of successful teaching and learning, the analysis presented explores the patterns of interaction established in the two classes and learning opportunities embedded in them through the way the teachers interacted with their students. Erickson's (1982) constructs: academic and social participation structures, were adopted as the main frames for analyzing the data since these allow the integration of pedagogical and interactional aspects of teacher-student interaction. Analysis of the academic participation structures in the two classes revealed a traditional textbook-directed, teacher-controlled transmission mode of teaching with the focus on rote learning, vocabulary, mechanical practice, recalling from memory and knowledge rather than on language skill, meaningful interaction, understanding and method. Students were afforded fewer opportunities to participate meaningfully in classroom interaction. The teachers controlled not only the topics of academic learning but the way to learn the content. Analysis of the social participation structures showed that the teacher-student interaction was dominated by the teacher-initiated monologic IRF sequence with the I move mainly used to initiate known-information questions and the F move used to both evaluate and carry on with more instruction. The data shows how the heavy reliance on the strict IRF constrained the students' opportunities to participate in classroom discourse and to develop cognitively and linguistically. At a more general level, reliance on the IRF also shaped and constrained the students' epistemologies and learning styles. However, the picture that emerged was not all bleak. Both teachers allowed for variations to the ways the students participated, allowing the students some choice over when and how to participate. In spite of a relaxed participatory control, student initiations still rarely occurred. Consistent with the holistic nature of qualitative research, the current research also investigated contextual issues which shaped the teacher-student interaction. A range of issues were identified which largely arose from the teachers' view of language and language learning and their lack of professional development. The students were also found responsible for the interactive environment: they shared a lot of their teachers' view of language and language learning, and their cultures of learning, limited language resources and anxiety also contributed to their passive speech role, thus allowing their teachers to play a dominant role in classroom discourse unchallenged. Based on the analysis, a range of pedagogical implications have been suggested addressing academic and social participation structures and professional development of the teachers and contextual issues. The thesis concludes by proposing directions for future research.</p>
Modeling Online Classroom Interaction to Support Student Language Learning
