The Influence Of Teacher-student Negotiation And Interaction Initiation Methods On Students' Immediate Output In High School English Reading Class

Teacher-student negotiated interaction refers to the process of adjusting and modifying the output discourse in order to get more accurate language expression or obtain more information in class.Many studies have shown that negotiated interaction is an important factor in the input and output of target language.The English Curriculum Standard for Senior High School(2017)and activity-based language learning approach emphasize the cultivation of students' overall language ability.The related researches pay attention to the teacher-student negotiated interaction and its influence on the learners' immediate output.But the studies that focus on the characteristics of negotiation devices and its impact on learner's immediate output from the learner's learning activity are rarely conducted.Therefore,this paper studies the frequency and distribution characteristic of teachers' negotiation devices,and its impact on students' immediate output in quantity and quality in three types of English learning activities(activities for learning and understanding,activities for application and practice,activities for transformation and creation).With discourse analysis and classroom observation,6 senior English reading lessons are selected from the Eleventh Senior High School English Teaching Seminar as the research subjects.It mainly answers the following two questions:(1)What's the frequency of each type of negotiation devices in teacher-student negotiated interaction in these three types of English learning activities in senior English reading class?(2)How do the negotiation devices affect students' immediate output in quantity and quality in three types of English learning activities?The findings are as follows:(1)In senior English reading class,teachers mainly use confirmation check,clarification request and prompt.And teachers tend to use different negotiation devices in different learning activities.In activities for learning and understanding,teachers mainly use prompt,elicitation and clarification request;in activities for application and practice,teachers tend to use confirmation check,clarification request and comprehension check;in activities for transformation and creation,confirmation check and clarification request are used mostly.(2)All kinds of negotiation devices can prompt students immediate output in quantity and quality,but their effects vary in different learning activities.In activities for learning and understanding,prompt and clarification request can encourage students to produce more long and high quality immediate output;in activities for application and practice,the effects of clarification request and elicitation are more noticable;in activities for transformation and creation,the effects of clarification request and prompt are greater.However,in these three types of learning activity,confirmation check,comprehension check and repair can only bring short and low quality immediate output.Based on the research findings,this paper provides relevant suggestions for senior English teaching.In order to prompt students' immediate output,teachers should adopt a variety of negotiation devices according to the different tasks and characteristics of the three types of learning activities.