| This thesis is intended to explore the correlation between teacher-student negotiation (T-S negotiation) and effective language learning in the Chinese EFL (English as a foreign language) classroom. The hypothesis is that T-S negotiation has a positive effect on the successful language learning. This thesis traced back to the philosophical and practical basis of the negotiation and conducted the experiment of two groups (the experimental group and the control group) among first-year college students from three intact classes in Overseas Chinese College in Capital University of Economics and Business. After three months of treatment (one of the three classes was treated with T-S negotiation, the other two were treated with the traditional approach), three classes attended a standardized test to collect the quantitative data. The results from three classes were input into SPSS and formed two sets of group statistics (one set from the experimental group and the first control group; the other set from the experimental group and the second control group). These two group statistics were compared in two respective independent-samples t-tests. The two comparison results (p=0.004; p=0.019) showed that T-S negotiation has a significant effect on the students' achievements; the result of follow-up interviews also showed that most students had positive responses to the experience of T-S negotiation. Therefore, a conclusion can be drawn that T-S negotiation can contribute a lot to the Chinese EFL classroom practice.
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