| The research of English classroom interaction is a hot point in the field of the SLA (Second Language Acquisition). Since 80's, the researchers in the western countries have done a lot of studies on the relationship between the interaction and the SLA. According to those studies, it is widely acknowledged that teacher's discourse is the major resource of the input for the learners. And the negotiation would not only provides the learners with more comprehensible input, but also more opportunities to test the hypotheses of their inter language. It will increase the output, and achieve the language acquisition.Generally, negotiated discourse can be classified into three types:negotiation of meaning, negotiation of form and negotiation of content. Based on the significance of negotiation and the input hypotheses, the author wants to describe the characteristics of negotiation in the middle school classrooms. In addition to this, this essay also does a further study on how the teachers in the junior school perform the three types of negotiation and their effects on the students. The writer analyses the English class from three aspects:first the frequency of the negotiated interaction in the selected classrooms; then the distribution of the three types of negotiation; and last the teachers'initiated ways of negotiation, then drawing the following conclusions:1) In the junior high school English classroom, the discourse of negotiation between teachers and students is still of very low proportion;2) Of the three different types of negotiation, the ratio in the negotiation of meaning and negotiation of content are significantly higher than the negotiation of form, and advance the communication;3) The frequency of verbal interaction in the classroom is linked to the English level of the learners;4) The negotiated discourse of teachers to some extent affects the emotional attitude of students.Finally, Word came to the enlightenment of the study on the junior high school English teaching. |
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