Analyzing Teacher–Student Verbal Interaction in Elementary Chinese Comprehensive Class: Insights from Flanders Interaction Analysis System

Abstract

This study analyzes the behavioral characteristics of interactions between an experienced Chinese teacher and students in an elementary Chinese classroom through a case analysis, aiming to provide insights for novice teachers. Using the Flanders Interaction Analysis System (FIAS), this research evaluated interaction patterns in a 45 min Chinese demonstration class involving eight students from European, American, and Southeast Asian countries. The results showed the following: (1) The teacher’s speech accounted for 44.72% of class time, and they mainly used direct language to guide students. (2) Students’ speech accounted for 41.27%, showing their active participation but limited autonomy in self-initiated talk and independent engagement. Improvements are needed in students’ ability to initiate more speech and engage independently without teacher prompts. (3) Classroom structure reflects “student-centered, teacher-led” principles through open questioning and peer interaction. This study proposes some practical recommendations, advocating for increasing opportunities for student-initiated discourse, implementing structured questioning techniques, and strengthening collaborative group work. These findings provide empirical insights into balancing teacher–student interaction dynamics in cross-cultural language classrooms.