基于FIAC系统的初中英语阅读课师生互动特征研究

Characteristics of Teacher-Student Interaction in Junior High School English Reading Classes: A Study Based on the FIAC System

摘要: 本研究以义务教育英语课程标准对以学生为中心的课堂互动要求为背景，结合二语习得输入假说、互动假设与社会文化理论，采用弗兰德斯互动分析系统(FIAC)，以3节初中八年级英语优质阅读课为研究对象，通过3秒时间抽样法对课堂话语进行编码统计与多案例质性分析，系统探究初中英语阅读课的师生互动特征与内在机制。研究发现：当前初中英语阅读课整体呈现教师主导、学生跟随的互动格局，教师直接影响占比(60.12%)高于间接影响(39.88%)，讲授与指令类话语占比较高；学生话语以被动应答为主(95.18%)，主动发言占比偏低(4.82%)；不同教学环节互动差异显著，导入环节互动密度最高，读后输出环节学生参与度最优但主动生成不足。结合理论进一步分析发现，教师话语结构失衡与封闭性提问设计是互动浅层化的直接诱因，而外语课堂焦虑、应答型课堂文化与工具性学习动机则是学生主动发言不足的深层心理与文化动因。基于研究结果，本研究从优化提问层级、搭建表达支架、重塑互动文化等维度提出改进建议，为英语阅读课堂互动优化提供理论参考与实践路径。

Abstract: Grounded in the student-centered interaction requirements of the English Curriculum Standards for Compulsory Education, this study draws on relevant second language acquisition theories and adopts the Flanders Interaction Analysis Categories (FIAC). Taking three high-quality Grade 8 junior high English reading classes as samples, it uses 3-second time sampling for discourse coding and multi-case qualitative analysis to explore the characteristics and internal mechanisms of teacher-student interaction. The results reveal a teacher-dominated interaction pattern: teachers’ direct influence (60.12%) exceeds indirect influence (39.88%), with lecturing and directive discourse accounting for a large share. Students’ utterances are mainly passive responses (95.18%), while active speech only takes up 4.82%. Interaction differs significantly across teaching phases: the lead-in phase has the highest interaction density, and the post-reading phase boasts high student participation but insufficient active language production. Imbalanced teacher discourse and closed-ended question design directly lead to superficial interaction; foreign language classroom anxiety, response-oriented classroom culture and instrumental learning motivation are the deep-seated causes of low student initiative. Suggestions on optimizing questions, building expressive scaffolds and reshaping interaction culture are put forward to provide reference for improving English reading classroom interaction.