Turn-taking to Analyze the Current Situation of English classes in Chinese high school students

Abstract

English is one of the most widely used languages of communication in the world and is crucial to China's interaction with the rest of the world in the fields of business, education, science and technology, and culture. In China's education system, English, as a core subject, is compulsory from primary school to university. High school is a critical period for students to improve their English skills, which can have a long-term impact on one's academic and career development. However, due to the restrictions of classroom routine, teachers are the masters of discourse, and students have no right to speak. Instead, their right to speak is granted by the teacher or classroom rules, and who, when, and what is said is set in stone. Such classes deprive students of the opportunity to practice rotation skills. Taking turns can motivate students to learn a second language. In a conversation, students need to listen carefully to what others are saying, if they can't understand the conversation, the conversation won't happen. This allows students to absorb a large amount of input language and turn it into absorption, ultimately reaching language proficiency. However, due to the limitations of the classroom discourse wheel, students may miss out on part of the intrinsic motivation for second language acquisition. This study attempts to explore the rotation rules and its pragmatic strategies in the interaction between teachers and students in English classrooms, so as to enable English learners to master the rotation rules and conversational strategies, achieve good communicative effects, stimulate the vitality of classroom teaching and improve the quality of teaching.