The Interactive Patterns in English Classes of Elementary School Children

本研究旨在分析十一倍國小兒童英文實習老師教室內師生互動模式。互動類型、發生頻率及與學生行爲之間的關係皆是本篇的重點。以誰是互動的「主事者」爲考量，有四種互動類型出現在這十一位老師的課堂上：(一)老師發起的直接互動、(二)老師發起的間接互動、(三)學生發起的直接互動及(四)學生發起的間接互動。其中，在老師發起的間接互動中，有一種叫做「卡住腳步」(或叫「老師站在前面」)的互動發生頻率最高，從其優缺點的討論分析中，似乎意味這互動類型不應只是師生互動唯一的選擇。然而，從探討「卡住腳步」的互動和學生行爲之間的關係，可看出：若一堂兒童英語課的活動，「卡住腳步」互動出現越多，學生愈不容易出現分心的行爲，因此，若以維持班級整體秩序和學生專心度爲考量，此種互動類型似乎可佔一堂課的多數時間。本研究可提供英語教師課堂上互動模式的運用，學生主動的互動固然需要，然若考量教室秩序及孩童的專心度，老師爲中心的互動模式不失爲多數活動很好的選擇。

關鍵字

老師發起的直接互動；老師發起的間接互動；學生發起的直接互動；學生發起的間接互動；卡住腳步互動

並列摘要

The present paper is to analyze the interactive patterns in eleven student teachers' classes while teaching English to elementary school children. The types of interaction, the frequency of their occurrence and the relationship between the students' behaviors and the interactive patterns are all the focus of study. Four types of interaction are found in the children's classes if ”initiator” is concerned: (1) teacher-initiated Direct Interaction, (2) teacher-initiated Indirect Interaction, (3) student-initiated Direct Interaction, and (4) student-initiated Indirect Interaction. Among these, the ”lock-step” (or ”teacher-front”) interaction in the teacher-initiated interaction occurs with the highest frequency in the classroom interaction. The pros and cons might explain that it is not the only possible choice by language teachers while interacting with their class. However, the relation between the occurrence of ”lock-step” interaction and the students' misbehaviors also presents that more ”lock-step” interactions are adopted in class activities, less students misbehave. It indicates that ”lock-step” interactions are supposed to be in greater proportion than the other types of interactions in a teaching session, especially in children's classes for the sake of better class management.

並列關鍵字

T-initiated Direct Interaction ； T-initiated Indirect Interaction ； S-initiated Direct Interaction ； S-initiated Indirect Interaction ； Lock-step Interaction

參考文獻

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