An Empirical Study on the English Classroom Interaction Model from the Perspective of Dynamic Systems Theory

Abstract

Dynamic Systems Theory (DST) has provided a new perspective for SLA studies but it is rarely applied in empirical researches of classroom interactions. Under the framework of DST, this paper explores the current situation and analyzes the problems of classroom interaction of non-English majors’ college English through questionnaire, interview and class observation. Based on the findings, this paper proposes some teaching strategies to create a dynamically harmonious class and enrich the empirical studies of DST.