Research On Negotiated Interaction Among The Teacher And Students In Primary Chinese Comprehensive Class

Negotiation and interaction refers to the efforts made by learners and interlocutors to understand each other's meaning,generate more accurate expressions,or fill in information gaps.It includes a series of conversation modification methods and communication strategies.Relevant research has proved that in the classroom of second language teaching,the negotiation between teachers and students can provide more comprehensible input to the learners,promote the learners to have more accurate comprehensible output,so as to promote the learners' better language acquisition and improve the learners' second language communication ability.At present,most of the research on negotiation and interaction is about the teaching of English as a second language,while the research on discourse negotiation in the classroom teaching of Chinese as a second language starts from the beginning of this century,with less research results and large research space.Based on the analysis of the corpus of Chinese classroom records and the interviews with teachers,the author studies the interaction between teachers and students in the elementary Chinese comprehensive course of ELTE Confucius Institute in Hungary.This paper analyzes the characteristics of teacher-student negotiation in elementary Chinese comprehensive course in Hungary from the aspects of negotiation type,initiator,initiation mode and feedback mode.It is found that in the process of classroom negotiation and interaction,teachers and students are mainly in form negotiation,followed by meaning negotiation and content negotiation,which reflects the attention of primary Chinese teachers and students to language form.Teachers and students,as initiators,lead to similar consultation frequency.Although teachers are the main part,the overall classroom presents an equal and democratic atmosphere.Teachers and students have different ways of initiating negotiation and feedback.Teachers,as initiators,often use understanding verification in meaning negotiation,restatement in form negotiation and additional questions in content negotiation.As the initiator,students often use confirmation verification in meaning negotiation and help seeking in formal negotiation,but students do not initiate content negotiation.From the feedback results of the three kinds of negotiation,formal negotiation can attract students' attention to their own language forms.Teachers can make full use of formal negotiation to guide students to correct themselves and complete the correct expression.Content negotiation enables students to generate the most feedback,which can lead students to achieve richer communication.Based on the interviews with teachers,this study analyzes the application of negotiation interaction in elementary Chinese comprehensive course in Hungary,and further discusses the results of this study on the basis of previous theoretical research.Finally,from the perspective of negotiation and interaction,the author gives some suggestions on the teaching strategies of Hungarian elementary Chinese comprehensive course.Teachers should pay attention to the use of meaning negotiation and content negotiation while conducting formal negotiation,and adopt various ways of initiation and feedback to increase the success rate of negotiation and interaction.Teachers should also pay attention to the learning characteristics and expression habits of Hungarian students Students' classroom performance to initiate appropriate consultation.The study also gives some suggestions on the self-development of novice teachers,including cultivating the novice teachers' awareness of discourse negotiation,implementing the "student-centered"classroom teaching,focusing on the way and method,and building an equal and democratic classroom environment.The author hopes that this study can be helpful to the study of negotiation and interaction,improve the relationship between teachers and students,create a better Chinese learning environment,so as to promote the second language acquisition of learners,and provide some references for the development of TCFL in Hungary.