课堂是我国高中生习得英语的重要阵地，英语教师运用互动性的课堂话语既能改进英语课堂教学质量，也能提升学生的英语学习效果。具体而言，英语教师在课堂上使用的互动性话语可以提高学生的课堂参与程度、激发意义建构、促进信息交流，同时也可以反映出教师在与学生互动过程中的角色。为了进一步了解当前我国高中英语教师课堂话语互动性的实际情况，研究以五位高中英语教师的课堂话语为对象，依据程晓堂教授对英语教师课堂话语互动性的阐述来建立基本分析框架，从学生的课堂参与程度、意义建构、信息交流、教师在互动中的角色四个维度对高中英语教师课堂话语的互动性展开分析。研究运用了课堂观察法、基于转录语料文本的话语分析法以及访谈法来考查高中英语教师课堂话语的互动性，分析其特点和问题，并得出相关启示和建议。

研究主要得出了以下几个结论：一、教师的提问和反馈类型提高了学生的课堂参与程度，而不妥当的提问指向和反馈方式降低了教师话语的互动性。具体表现为教师的自问自答和不均衡的提问指向使学生失去了表达机会；反馈方式比较笼统肤浅和机械，没有实现真正的互动。二、教龄较短的英语教师容易忽视语言的可理解性，缺乏对意义协商策略的了解和运用能力。主要表现为话语难度过高，导致学生无法理解，难以参与互动；教师的意义协商意识较弱、交互调整策略不具有真实交际的特点。三、教师在互动过程中普遍注重信息交流的真实性，能够设置“信息沟”来激发学生的互动意愿、与学生进行有效交流，并且能关注学生的语言意义。四、教师的课堂互动话语反映出英语教师角色的真实性和多样性，但也体现出师生角色不平等的问题，主要表现为指令语过于生硬直接，导致了学生处于被动地位。此外，课型和教学目标、教师的教龄、教学理念、课堂话语意识等都对英语教师课堂话语的互动性存在着一定的影响。

上述研究结论可以为优化高中英语教师课堂话语的互动性提供启示，如：英语教师需不断加强对课堂话语互动性的理解、提升课堂话语运用素养；英语教师要使用多种手段来提高师生的课堂互动效果；相关机构应该将课堂互动话语的相关理论和案例纳入英语教师的培训内容中，从而使高中英语教师的课堂话语互动性得以提升。

研究结果在理论意义上拓展了英语教师课堂话语互动性研究的分析要素，丰富了英语教师课堂话语研究的对象及方法；在实践意义上有助于提升英语教师课堂话语的互动性和学生的英语学习效果，同时也为教师培养机构的课程内容设置和教师专业发展内容提供了参考。

Classroom is an important and significant position for senior high school students to acquire English. The use of interactive classroom discourse by English teachers can not only improve the quality of English classroom teaching, but also improve students’ English learning result. Specifically, the interactive discourse used by English teachers in the classroom can improve students’ classroom participation, stimulate meaning construction, promote information exchange, and also reflect the role of teachers in the process of interaction with students. In order to further understand the actual situation of high school English teachers’ classroom discourse interaction in China, this study takes five high school English teachers’ classroom discourse as the study object, establishes the basic analysis framework according to Professor Cheng Xiaotang’s exposition of English teachers’ classroom discourse interactivity, and analyzes the interactivity of high school English teachers’ classroom discourse from the following four dimensions: students’ classroom participation, meaning construction, information exchange and teachers’ role in interaction. The study uses classroom observation method, discourse analysis method based on transcript corpus text and interview method to investigate the interactivity of high school English teachers’ classroom discourse, analyze its characteristic, advantages and problems, and then draw relevant enlightenment and suggestions.

The research mainly draws the following conclusions: Firstly, teachers’ questioning and feedback types improve students’ classroom participation, while inappropriate questioning direction and feedback methods reduce the interaction of teacher talk. Specifically, teachers’ self-questioning and self-answering and unbalanced questioning orientation make students lose the opportunity of expression. The feedback form is relatively simple and mechanical, so that the real interaction is not realized. Secondly, English teachers who with short teaching experience tend to ignore the comprehensibility of language and lack the understanding and application ability of interactive adjustment strategies. It is mainly manifested in the high difficulty of discourse, which makes it difficult for students to understand and participate in interaction. Teachers’ sense of meaning negotiation is weak and interactive adjustment strategy does not have the characteristics of real communication. Thirdly, teachers generally pay attention to the authenticity of information exchange in the process of interaction. They can set up information channels to stimulate students’ willingness to interact. The five teachers can communicate effectively with students, and pay attention to students’ language meaning. Fourthly, teachers’ classroom interactive discourse reflects the authenticity and diversity of English teachers’ classroom roles, but also reflects the role’s inequality between teachers and students. It is mainly manifested in the fact that English teachers’ instructional directives are too rigid and direct, leading to students in a passive position. In addition, the class type and the teaching goal, the teacher’ s teaching age, the teaching idea, the classroom discourse consciousness and so on all have the certain influence to the teachers’ classroom talk interactivity.

The above findings of this study can provide some implications for optimizing the interaction of high school English teachers’ classroom talk. For example, English teachers need to continuously strengthen their understanding of classroom discourse interactivity and improve classroom discourse use literacy. Next, English teachers should use various means to improve the efficiency of teacher-student classroom interaction. Last but not least, relevant institutions can incorporate relevant theories and cases of classroom interaction discourse into the training content of English teachers, so as to improve the classroom talk interactivity of high school English teachers and promote students’ language acquisition.

The results of this study expand the analysis elements of English teachers’ classroom discourse interactivity research and enrich the research objects and methods of English teachers’ classroom discourse. In practice, it helps to improve the interactivity of English teachers’ classroom talk to promote students’ English learning, and also provides a reference for the curriculum content setting of teacher training institutions and teachers’ professional development.