The Influence Of Teaching Mode Of Meaning Negotiation Discourse On Students In The Sociocultural Perspective

Classroom discourse negotiation is an important research topic in the field of second language acquisition.Based on the empirical study of English classroom in China,this thesis analyzes the influence of discourse negotiation mode on students from sociocultural perspective.The research subjects of this thesis are the students in Class 2 and Class 5 in Experimental Middle School of Xinzhou.Class 2 is the experimental class and class 5 is the control class.There are 52 people in each class and 104 people in total.The control class adopts the traditional teaching method,and the experimental class adopts the meaning negotiation teaching.Teachers and students interact by meaningful negotiation in three months.The thesis puts forward two questions: first of all,through meaning negotiation teaching between teacher and student,what are the obvious differences between the test and the questionnaire in the experimental class than before? Secondly,what are the obvious differences between experimental class and control class in the results of test and questionnaire survey of post-test?Learners' test and questionnaire constitute the research instruments of this thesis.Language knowledge test is the main method of this study.The purpose of this research is to test the change of the learners' score and the changing types of questions.Questionnaire survey is an auxiliary instrument.The purpose of questionnaire is to further understand the subjects and improve the effectiveness of this research.From the perspective of social culture,this thesis analyzes the contribution of discourse meaning negotiation to learners through questionnaire survey and test.In order to verify its effectiveness,the author used the experimental method to carry out empirical analysis.The obtained data are processed by T test in SPSS.Based on the results of tests and questionnaire survey,the main findings of this paper are as follows:(1)The discourse of meaning negotiation between teachers and students has an obvious promoting effect on the students in the experimental class,which is manifested in the improvement of total score and reading ability of students.As well as the improvement of learning motivation and learning initiative.(2)In the result of test in post-test,the independent samples T test show that p value of total score is 0.047 and p value of reading comprehension is 0.000.They are less than 0.05.Besides,p value of other question types are more than 0.05,so total score and reading comprehension of two classes have obvious difference.Students of experimental class adopt teaching mode of meaning negotiation.Its total score and reading comprehension have been significantly improved.Students of control class adopt traditional teaching mode which have been improved but not as obvious as the experimental class.In the result of questionnaire survey in post-test,the independent samples T test show that most p value is less than 0.05 in learning motivation.Besides,most p value is less than 0.05 in learning initiative and most p value is more than 0.05 in learning autonomy,so there are obvious differences in learning motivation and learning initiative of the classes.Students of experimental class adopt teaching mode of meaning negotiation whose learning motivation and learning initiative have been significantly improved.Students of control class adopt traditional teaching mode which have been improved but not as obvious as the experimental class.