A Study On The Conversational Structure Of Semantic Negotiation For Elementary Chinese Learners

As an important role in the field of Second Language Acquisition,negotiation of meaning dated from 1970s,English-based of which has already outlined a schematism of studies,while Chinese-based of which is comparatively unsubstantial.The paper draws the following conclusions by analyzing the negotiation of meaning in a two-way communication task of 10 primary Chinese learners from different countries.Researcher analyses the types of negotiation of meaning and tendency of using different types of expression in turn round of the negotiation of meaning.Firstly the primary Chinese learners don't have any tendency of using the three types of the negotiation of meaning.Secondly,in indicator step,the primary Chinese learners don't have any tendency of using confirmation check,clarification request or comprehension check.Thirdly,in respond step,the primary Chinese learners tend to use repetition and acknowledgement.Fourthly,in respond to respond step,the primary Chinese learners tend to use response token.According to the above conclusions,researcher summarized some enlightenment of the negotiation of meaning.There are three specific teaching principles:firstly,centralized teaching should be carried out first,and then decentralized teaching should be used.Secondly,some tasks can be used to improve the frequency of the negotiation of meaning.Finally,the students should be the center,and the teachers should play the leading role in second language teaching.Finally,the paper puts forward some methods about how to effectively use three kinds of negotiation of meaning utility for classroom teaching.The paper also puts forward some relevant suggestions of compiling the textbook for primary Chinese learners.This article is expected to provide theoretical basic and suggestions on Chinese negotiation of meaning in the field of second language acquisition.