2020年高中英语新版课程标准强调培养学生的核心素养, 而言语互动在英语教学中起着至关重要的作用。正如Flander (1961) 所指出的，课堂教学由教师和学生的言语互动组成，是课堂上最重要的教学行为，约占全部教学行为的80%，是教学方法或教学思想最直接的体现。本研究选择了一位典型的有经验的教师和一位新手教师作为研究对象进行个案研究。本研究旨在回答两个研究问题: (1) 从课堂结构、教学风格、情感氛围和问答方式四个方面看，有经验的教师和新手教师的师生言语互动分别有什么特点? (2) 有经验的教师和新手教师在师生言语互动方面是否有异同？如果有，是什么？

本研究通过课堂观察法来研究言语互动特征，辅以访谈法和课堂话语分析。采用改进的弗兰德斯互动分析系统(iFIAS)对收集的数据进行处理和分析。最终得出以下结论:

1. 在课堂结构方面，两位老师都有把主动权交给学生的意识，但是，经验型教师的课堂结构是以学生为中心，由教师引导的课堂。而新手教师的课堂结构倾向于教师的知识传授型。

2. 从教师的语言风格来看，两位老师都倾向于对学生施加积极的强化。但与新手教师相比，经验型教师采用的更多是间接控制以及更详细的表扬和鼓励。

3. 从课堂气氛方面看，两位教师都为学生创造了友好和谐的课堂气氛，但经验型教师的课堂气氛比新手教师的更和谐、更愉悦。此外，与新手教师相比，经验型教师在课堂上更能调动学生的情绪和积极性，构建了良好的课堂心理氛围。

4. 从问答模式来看，新手教师的课堂仍然以传统的问答模式为主，即教师提问，学生回答的模式。而经验型教师则更倾向于创造性的问答模式，更注重培养学生的创新能力和学习能力。

 The New English Curriculum Standards (NECS) for Senior High School published in 2020 emphasizes the cultivation of students’ English key competences. While the verbal interaction plays a vital role in English teaching. As Flander (1961) pointed that classroom teaching consist of teachers and students’ verbal interaction, which is the most important teaching behavior in the classroom, accounting for about 80% of all teaching behavior and is the most direct embodiment of the teaching method or teaching idea. This study selects a typical experienced teacher and a novice teacher as the research participants and conducted a case study on them. The aim of this study is to figure out the two research questions: (1) What are the respective characteristics of teacher-student verbal interactions for the experienced and novice teachers from the four aspects: classroom structure, teaching style, emotional atmosphere and question and answer mode? (2) Are there any similarities and differences between the experienced teacher and novice teacher in terms of teacher-student verbal interactions? If yes, what are they?

In this study, classroom observation was made to research verbal interaction features, interview and classroom discourse analysis were conducted as supplement. The collected data was dealt with and analyzed by improved Flanders Interaction Analysis System (iFIAS). Finally, the following conclusions were drawn:

1. In term of classroom structure, both the two teachers have the awareness to give the initiative to students. However, the experienced teacher’s (ET’ s) classroom structure is students-centered and teacher-guided. While the structure of the novice teacher’s (NT’ s) class is inclined to the teacher’s knowledge imparting type.

2. In the light of teacher’s speech style, both the two teachers are inclined to apply positive reinforcement to their students. However, compared to the NT, the ET adopts more indirect control and more detailed praise and encouragement.

3. With regard to classroom atmosphere, both the ET and the NT create a friendly and harmonious classroom atmosphere for students, but the atmosphere of the ET’ class is more harmonious and joyful than the NT’ s. Moreover, compared with the NT, the ET is more capable of mobilizing students’ emotions and motivation in the classroom and constructing a good psychological atmosphere of the class.

4. From the perspective of question and answer (Q&A) mode, the NT’ s class is still dominated by the traditional Q&A mode, namely the teacher questions and students answer mode, while the ET is more inclined to the creative Q&A mode which pays more attention to cultivation of students’ creative and learning ability.