A Study On The Interaction Between Teachers And Students In Chinese Classrooms

The purpose of this paper is to study the negotiated interaction in oral CSL classroom of different levels including elementary,intermediate and advanced levels.This study selects conversational data of three different levels of CSL classroomes from the Second Language(Chinese)classroom recorded corpus.We annotates,counts,describes,and analyses these data to demonstrate the negotiated interaction between teachers and students in the CSL classrooms.Firstly,we describe three different modes of negotiated interaction which is negotiation of meaning,negotiation of form and negotiation of content.And then we describe the distribution of these three kinds of negotiated interaction.Meanwhile we also describe the distribution of indicating methods and indicators.Statistics show that negotiation of content is the most common,and negotiation of form is the medium while negotiation of meaning is the least on the whole as well as in different levels of the CSL classrooms.Teachers are the main indicators,especially in negotiation of form.Students are better indicators in negotiation of content.In negotiation of meaning,confirmation check and clarification request are the most used indicating methods while comprehension check is the least.The ratio of indicating methods in negotiation of meaning are similar in different levels of the CSL classrooms.Teachers are the main indicators in negotiation of meaning while students are better indicators in clarification request.In negotiation of form,retell is the most used indicating method,followed by meta-linguistic clue,recourse and elicitation.The ratio of meta-linguistic clue shows a downward trend in elementary,intermediate and advanced levels of the CSL classrooms.Except that in recourse the students are the main indicators,the teachers are the main indicators.In negotiation of content,supplement is the most used indicating method,followed by shift,supportive response and change.The ratio of supportive response shows an upward trend in elementary,intermediate and advanced levels of the CSL classrooms.Teachers are still the main indicators while students are better indicators in supplement.Finally,we do quantitative analysis and qualitative analysis of students'responses in negotiated interaction.In quantitative analysis part,we mainly focus on counting response rate,complexity and accuracy of students' responses.Statistics show that responses of students when students indicate negotiated interaction are mainly from elementary students and these responses are responses to indicating in negotiation of content.When teachers indicate negotiated interaction,response rates are higher among intermediate and advanced level students than elementary level students.When teacher use different indicating methods,the overall response rate is high except for meta-linguistic,retell and comprehension check these three indicating methods.Response rates are higher when students use supplement and change in negotiation of content than they use other indicating methods.At the same time the complexity of responses is increased.When teachers use different indicating methods in negotiation of meaning,negotiation of form and negotiation of content,the complexity of responses shows a downward trend.The accuracy of students,responses when teachers indicate negotiated interaction is quite high except that when teachers use supplement,clarification request and change these three indicating methods.In qualitative analysis part,we offer some teaching methods of negotiated interaction based on different indicating methods and responses in negotiated interaction.