The Study Of Teacher-Student Negotiation Theory In Intermediate Oral Chinese Class Based On Classroom Observation

In the 1980 s,Long put forward the theory of “interaction hypothesis” which was influenced by Krashen's “input hypothesis” and Swain's “output hypothesis”.In interaction hypothesis,Long proposed the concept of “negotiation”.He fully affirmed that negotiations play an important role in the learning of a second language.He said it is helpful for learners' second language acquisition by expanding the comprehensibility of language input,stimulating the learners' language output,and improving the learners' attention to language form.Due to the impact of “interaction hypothesis”,Western scholars have tried in various demonstrations to prove the importance of negotiations in second language learning.It is successful in Western countries.However,research into the concept of negotiation has developed slowly in our country,and is still at a fundamental stage.Domestic research results are few,especially in the field of learning Chinese as a second language.Based on the analysis of the literature,we found that most of the research in the use of corpus is not the natural oral language used in the classroom,so we aim at to use the corpus of what happened in the real classroom.By means of observation,we received 20 periods of corpus material.Through the statistical analysis,we reached the following conclusions:(1)In classes,there are three types of negotiations,but the proportion is unequal.The proportion of meaning negotiation and content negotiation are more prevalent than form negotiation.(2)Different types of negotiations are launched differently.Meaning negotiation commonly uses Confirmation Checks,and content negotiation usually uses Clarification Response.(3)Teachers control the negotiations,while students have little chance to launch negotiations in the class.(4)Teacher-student negotiation is influenced by different class Sequences.Discussion can produce a large number of negotiations.(5)Teacher-student negotiation can not only make students pay attention to their language expression,but can also stimulate their language output and help language acquisition.For these reasons,we suggest that negotiation function words and appropriate negotiations practice should be added into textbooks.Teachers should not only improve their negotiation consciousness,but also help students to improve negotiation consciousness and cultivate the students' negotiation ability.Teachers should be good at summarizing and apply negotiation to their teaching design.It is important to teach students to use negotiations.What's more,it is the teacher's duty to encourage students to negotiate bravely.Students should co-operate with the teacher's teaching in class,and apply negotiations in both classroom communication and daily life.