Empirical Research On Negotiated Interactions Among The Teacher And Students In Advanced Chinese Conversation Class,Which Based On HUFS Confucius Institute's Classroom Teaching

Negotiation of meaning and negotiation of form and so on have been proved by experiment and accepted by scholars.In the teaching observation and teaching practice,the researcher found that in the advanced Chinese conversation class,the interaction between teachers and students is more frequent and the interactive effect is better,which reflects the characteristics of the advanced spoken language classroom.This paper,through a series of quantitative and qualitative studies,discusses the types and distributions of negotiated interaction,the types of tasks,the steps of negotiation and interaction,the initiator of negotiation and negotiation,the effects of negotiation and negotiation,the interaction factors,Environmental factors and deep social and cultural factors,and the characteristics and influencing factors of Korean Chinese senior conversation teachers and students were discussed.The characteristics of Korean Chinese advanced conversation class teachers and students and the correlation with the above factors were already found out.Through this research,we can answer a series of questions about the interaction between classroom teachers and students,and finds that the number of negotiations of meaning and negotiations of form in the Korean Senior Chinese Conversation Classroom is basically the same,The number of negotiations of form reflects the high level of Chinese language classroom form of attention;open task is more likely than the closed task of interaction between teachers and students,and it relates with the difficulty of the task,South Korea's national character and cultural psychology;The number and the effect ofthe multi-step negotiation are more than the number of three-step negotiation,frequent multi-step negotiation of learners of second language acquisition has a positive role in the interactive classroom,teachers and students are aware of The negotiation process and the selective attention generated by the negotiation interaction can understand the input and the compulsory output effect to improve the Chinese proficiency and communicative competence.The difference of the negotiation initiators determines the differences of the order of the interaction effects,and the teacher initiates The majority of the consultations initiated by the students and the significance of consultation,which is the form of the sensitivity of the learner is less than the sensitivity of the significance of the interaction in question and answer instructions,feedback,feedback to determine the three procedures,Teachers and students tend to use the consultative approach is different,and teachers and students have their own unique way of consultation,while teachers and students on the way to the superposition of the consultation also increased the use of interactive interaction efficiency and level;The interaction is also related to the individual factors such as personality,learning motivation,anxiety level,classroom atmosphere,teacher-student age difference,life-and-death age,teacher's teaching style and so on,and individual factors and interactive environmental factors But also point to the Korean people's national character and social and cultural background.This study will help to create an interactive environment,improve teacher-student interaction,improve learners 'sense of accomplishment and achievement,and promote learners'second language acquisition,and to promote Chinese teaching and Chinese language and culture communication in South Korea.This study provides some reference and suggestions for the creation of classroom interaction environment,improving interaction between teachers and students,improving learners 'sense of accomplishment and achievement,and how to promote learners' acquisition from advanced Chinese conservation classroom in South Korea.