Exploring Turn-Taking Strategies in Classroom Interaction of Senior High School

In the Chinese education system, English is a core subject. Reading, writing, listening and speaking are four important parts of English capacity. Speaking is not stressed in Chinese English learning classes; instead, writing is. Furthermore, in Chinese conventional English classrooms, turn-taking is not given the credit it deserves as an excellent strategy for encouraging pupils to learn a second language. This study will concentrate on the usage of turn-taking by both teachers and students in order to examine various aspects of teaching in English classes and provide some recommendations. Data for this study are gathered using a corpus and audio recordings. Discourse volume, turn quantity, and turn-taking strategy utilization are the three areas of the statistics that are studied based on discourse analysis. Additionally, the findings demonstrate the teacher's hegemony in classroom interactions and use of a single teaching style. The findings can provide teachers and students with the deeper understanding of communication in target language and inspire teachers to take appropriate teaching method.