外语课堂有效互动的准备：和谐的课堂文化之分析

摘    要

在传统的教学模式中，教师是大学英语课堂的中心，教学的重心放在知识的传递上。这种教学模式导致许多学生缺乏交际能力。鉴于语言的本质是交际,英语课堂是在提高学生英语交际能力的主战场。而交际能力主要是通过课堂互动培养的。于是，是否达到有效的课堂互动成了评判教学成败的重要指标。许多国内外学者对互动进行过定义和分类研究。但是对影响课堂互动成败的因素进行分析更为重要。
本文通过定性和定量分析，试图寻求课堂文化与课堂互动的关系。通过实证研究和半结构访谈相结合的方式，探求影响课堂互动效果的课堂文化因素。结果显示，和谐的课堂文化是有效课堂互动的前提和基础。师生均有较积极的课堂文化观，但是课堂互动效果却不尽如人意。在此基础上，结合二语习得的一些重要理论，对怎样构建和谐课堂文化提出建议。建议分为语言环境，心理环境和社会环境三个方面。希望会对英语课堂互动有所启示。

关键词:  课堂互动；  课堂文化；  语言环境；  心理环境；  社会环境
Abstract
In the traditional teaching mode, teacher was the center of the college English classroom and emphases were mainly put on the transmition of knowledge. That led to the students’ lack of communicative competence. Giving to the communicative essence of language, English classroom should be the main place for improving students’ communicative competence, which mainly presents in classroom interaction. Therefore effective classroom interaction is regarded as a symbol of successful teaching and learning. Many scholars have done research on the definition and classification of interaction. But the factors that affect the success or failure of classroom interaction are even more important.
 Through qualitative and quantitative analysis, this dissertation tries to seek the relationship between classroom culture and classroom interaction. Besides, empirical study and semi-structured interview are made to explore the factors in classroom culture that affect classroom interaction. The results show that harmonious classroom culture is the prerequisite and basis for effective classroom interaction. Meanwhile, both teachers and students have positive view of classroom culture but the effect of classroom interaction is not as satisfactory as it is expected to be. Based on the hypothesis and several theories on second language acquisition, some feasible suggestions are made on how to build a harmonious classroom culture from the aspects of language environment, psychological environment and social environment.

Key Words:  Classroom Interaction;  Classroom Culture;  Language Environment; Psychological Environment;  Social Environment 

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