Theoretical Construction and Practical Verification of High-Quality Classroom Interaction in English Teaching

Tianqi Kang

doi:10.54097/ftx3cz40

Authors

Tianqi Kang

DOI:

https://doi.org/10.54097/ftx3cz40

Keywords:

English Teaching, Classroom Interaction, Social-cultural Theory, Interaction Hypothesis, Teaching Strategies

Abstract

As educational reforms continue to deepen, classroom interaction has become an indispensable component of language learning. This paper, grounded in social-cultural theory, the interaction hypothesis, and other educational theories, explores the theoretical framework and practical strategies for high-quality classroom interaction in English teaching. First, the paper reviews the roles of social-cultural theory and the interaction hypothesis in language acquisition, emphasizing the facilitative role of interaction in promoting students’ cognitive development. It then discusses the theoretical foundations and implementation pathways of interaction strategies such as layered questioning, peer interaction, and technology integration, illustrating how different teaching methods can enhance the quality of classroom interaction. Finally, the paper proposes an evaluation model for interaction quality and reflects on the challenges and developmental pathways of localized practices. The study demonstrates that high-quality classroom interaction not only improves language learning outcomes but also fosters the development of students’ cognitive depth and comprehensive abilities. The theoretical framework and empirical cases presented in this paper offer valuable references for English teachers and promote innovation and optimization in interactive teaching.

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