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1、目录Chapter One1INTRODUCTION1Chapter Two4LITERATURE REVIEW42.1 Existing Studies on Student-student Interaction42.1.1 Characteristics of student-student interaction42.1.2 Classification of student-student interaction52.1.3 Strategies of student-student interaction62.2 Existing Studies on Middle School
2、English Teaching82.3 Limitations in Existing Studies9Chapter Three10CURRENT SITUATION OF STUDENT-STUDENT INTERACTION103.1Traditional Teaching Method103.2 Main Issues Caused by Traditional Teaching Methods11Chapter Four13SOLUTION AND DISCUSSION134.1 Factors in Student-student Interaction134.2 Basic S
3、trategies for Improving Student-student Interaction144.2.1 Interaction strategies on the part of teachers144.2.2 Interaction strategies on the part of students15Chapter Five17CONCLUSION17Chapter OneINTRODUCTIONWith the development of reform and opening up in China, the relationship between China and
4、 other countries over the world is increasingly strengthened. English, as a international language, plays a more and more important role in our daily life (Chen & Xie, 2015). Many schools have put student-student interaction into practice for a long time, which is a new teaching method to improve th
5、e effect of learning English. However, the current situation of student-student interaction is not satisfactory. There is a consensus among all people that middle school English plays an important role as a connecting link between primary school English and senior high school English. The stage of m
6、iddle school becomes very important for students to learn English, because primary school English does not get as much attention. It is influenced by subjective factors of teachers and parents. Teachers and parents are not strict with students English learning at primary school level. For this reaso
7、n, the thesis focuses on the current situation of student-student interaction in middle school English classes. Furthermore, the thesis puts forward some strategies to improve the implementation of student-student interaction, which can improve learning efficiency and quality.The following research
8、questions guide the present study:(1) At present, what are the main problems in student-student interaction of English classes in middle schools?(2) What are the factors affecting student-student interaction?(3) To improve the effect of student-student interaction in English classes, what are the fe
9、asible strategies？This thesis makes a study of student-student interaction. It not only reveals and analyzes the current situation of student-student interaction in middle school English classes, but also puts forward some strategies to improve the implementation of student-student interaction. Ther
10、efore, this thesis will give some help on English learning at home, especially about the implementation of student-student interaction which will significantly improve the efficiency of English learning in middle school. The thesis mainly analyzes the traditional methods in the middle school English
11、 classes and the series of problems caused by them to explore the current situation of student-student interaction. Some strategies have been put forward in accordance with these issues.This thesis is divided into five parts. The first part is about the research background and significance of the th
12、esis. The second part is about studies on student-student interaction and middle school English teaching. The third part is an introduction into traditional teaching methods and main issues caused by traditional teaching methods. The fourth part is about factors and strategies of student-student int
13、eraction. The last part is the conclusion of the whole thesis. Chapter Two LITERATURE REVIEW2.1 Existing Studies on Student-student Interaction According to Webb (2004), from the view of teacher, student-student interaction is a kind of teaching style. From the perspective of students, student-stude
14、nt interaction is one kind of learning style. If students way of thinking is close to each other, the communication among students will be in harmony. Students will think actively. Thus, interactions will be strengthened, students will further communicate with each other in thought and supplement on
15、 knowledge. Students wisdom is enlightened, their inspiration is aroused and they will conduct creative studies (Chen, 2002). In the broad sense, student-student interaction is all the interactions and mutual influences among students. No matter where this kind of influence happens-between student c
16、ommunity and student individuals, inside or outside educational teaching situation, it will cause their psychology and behavior changing to the same direction or opposite directions. In the narrow sense, student-student interaction refers to the interaction and mutual influence in communication betw
17、een student individuals, student individual and community, and student communities under educational situation (Peng, 2012).According to the above point of view, student-student interaction should be defined as that under the guidance of teachers, students interact with each other and the result of
18、this interaction can have certain beneficial influence on both sides.2.1.1 Characteristics of student-student interactionWe all know that student-student interaction (SSI) is different from the traditional teaching methods, it has its own characteristics.The first characteristic is that student-stud
19、ent interaction is a kind of interaction happens in different group of students, including student individuals, student individual and community, student communities.The second characteristic is that student-student interaction is a dynamic and reciprocal interactive process. There are some discussi
20、on in student-student interaction, but discussion is different from dialogue. “In dialogue, people do not probe into a certain topic, but aim to a truth which to be discovered. people who take part in the dialogue only want to make clear the problem they faced together” (Xiao, 1999, p. 61). However,
21、 discussion is a way of talking about its certain topics. Student-student interaction is a reciprocal and dynamic process where students can communicate with each other, exchange their ideas and give a active feedback to each other.The third characteristic is that the effect of student-student inter
22、action is comprehensive. Both sides of communication always hope to satisfy some of their own needs through communicating with each other, improve oneself and develop oneself. This kind of complementarity and reciprocation of interactive side depends on the differences of communicative subjects. (Zh
23、en, 2005, p. 26).2.1.2 Classification of student-student interactionStudent-student interaction has different types from a different perspective. From the nature, student-student interaction are both positive interaction and negative interaction; from the extent, student-student interaction are both
24、 shallow interaction and deep interaction. From the interactive subject, student-student interaction mainly includes the following five types (Sun & Song, 2010, pp. 94-95):First, the interaction between individual students. This kind of interaction usually happens between deskmates. They can communi
25、cate with each other and exchange their ideas. They can discuss about teaching content and learning topics in the classroom.Second, the interaction between individual students and study groups. A study group is a learning unit that is designated by the teacher or is composed of voluntary students. T
26、his kind of interaction mainly includes all members of a study group. They can learn from each other and promote bilateral friendship in class.Third, the interaction between individual students and the student group. The interaction includes individual students impact on the student group and the st
27、udent group impacts on individual students in two ways. Individual students can answer questions the teacher raised or express private opinions about something, then his opinion can transform into a common understanding of all classmates. The student group has the common values, class discipline and
28、 learning style, which can influences on individual students.Fourth, the interaction between study groups. Study groups can compete against each other in the groups learning activities and discussion. They can also make a comparison between the original results and the final results. The cooperation
29、 is reflected in the fact that study groups can learn from each other and absorb their learning outcomes.Fifth,the interaction between study groups and the student group. Study groups report the learning results of the group to all students in accordance with specific content, the groups attitude an
30、d behavior influences all students. At the same time, the student groups common learning attitude has a impact on study groups.2.1.3 Strategies of student-student interactionDong (2004) put forward that there are two strategies of student-student interaction. The one is students make lectures. The t
31、eacher can give 10 minutes to a student in class, who will make a lecture in the first five minutes and other students can ask questions and discuss topics in the next five minutes. The lecturer can select a topic he is interested in when he prepares a lecture. At the beginning of the lecture, he ca
32、n introduce the outline and the title of each section of his talk should be written down on the board. In the process of a lecture, other students can make notes appropriately. Following the lecture, the lecturer can ask other classmates about the content of the lecture, and a discussion will be hel
33、d. The other is that students organize classroom teaching. Classroom teaching organized by students is a kind of teaching method that a few students can play a role of a teacher and they will conduct student-student interaction among other students. Hu and Ye (2013) point out two other strategies of
34、 student-student strategies. The first strategy is that students can produce a report before class. The teacher can ask two or three students to make an English statement on a related topic orally in advance of each class. Each student has five minutes. After a report is completed, other students ca
35、n ask reporters questions and reporters will answer questions in for a minute or two, then the teacher make a little comment on the report in the end. The second strategy is role-playing. The teacher can design some real-life scenarios for students according to specific themes. Next, students can pl
36、ay a different role on the basis of their own life experience. It can not only mobilize students motivation and subjective initiative, but also apply book knowledge to the real life scene.Sun and Song (2012) mentioned the learning evaluation strategies and the establishment of equal,democratic harmo
37、ny teacher-student relations. They are two strategies of student-student interaction. The learning evaluation strategies is an important part of classroom teaching activities. There are three types of the learning evaluation strategies, including teacher evaluation, student group evaluation and stud
38、ent individual strategies. Learning evaluation can stimulate learners enthusiasm for learning and promote further study. In addition, we should establish equal,democratic harmony teacher-student relations. As we all know that effective operation of student-student interaction bases on the premise of
39、 fluent student-teacher interaction, which needs equal,democratic harmony teacher-student relations. This teacher-student relation can create a harmonious social psychological atmosphere for student-student interaction in middle English classes. Students will no longer fear authority from the teache
40、r and they are dare to express their own unique views. They can also take part in the classroom teaching process actively, which will provide possibility for students self-study. Student-student interaction will get better attention in middle school English classes.2.2 Existing Studies on Middle Sch
41、ool English TeachingAt present, many schools and parents put more emphasis on middle school English teaching. Middle school English teaching has significant implications for children to master English knowledge and develop their English ability. Many English teaching methods have been created in dai
42、ly English learning and they are generally acclaimed. In general, there are four types of teaching methods (Luo, 2014, p. 152) in middle school English classes.(1) The situated teaching. This is one of the important teaching modes. Many schools and teachers focus on the situated teaching, which has
43、achieved a good teaching effect. The situated teaching breaks through the original teaching and forms a totally new teaching methods consists of theory, teaching environment and story content. The middle school teachers can innovate situated teaching according to characteristics of English. Meanwhil
44、e, students will be completely absorbed in his teaching and listen attentively.(2) Group learning. Group learning can effectively cultivate students sense of cooperation and prompt students to recognize their own strengths and weaknesses. Students can solve problems and improve the learning effect b
45、y cooperating with others. A study group usually has four or six persons, including excellent students and poor students. Excellent students will become leaders and help poor students with their study, which effectively improve the whole level of English learning.(3) The utilization of multimedia. A
46、t present, multimedia has been widely used in teaching and this kind of teaching way has produces satisfactory effect. Multimedia should be utilized rationally in middle English classes, which can excite atmosphere of classroom and improve English teaching effect. In addition, multimedia can enable
47、students to enhance their understandings of English by watching video and having a conversation. At the same time, multimedia can also help students to develop the aspect of knowledge and encourage students to learn English on a better platform.2.3 Limitations in Existing Studies Focus on the topic
48、of student-student interaction, many scholars have researched on many aspects of student-student interaction. For example, they focus on classification and characteristics of student-student interaction. They also analyze factors in student-student interaction. However, there are few materials on st
49、rategies of student-student interaction, especially the current situation of student-student interaction at home. Therefore, the thesis mainly pays more attention to strategies of student-student interaction. In China, student-student interaction is facing many difficulties and challenges because the traditional teaching methods has a profound impact on it in middle school English classes. To solve these problems, s