A Study Of Teacher-Student Negotiation And Interaction In Oral Chinese Class

The study of negotiated interaction began in the 1980s,with Long’s "interaction hypothesis" pointing out that negotiated interaction can effectively promote second language acquisition.Influenced by this hypothesis,Western scholars have conducted a large number of studies to further investigate the role of deliberative interaction on second language acquisition.At present,domestic research on negotiated interaction is mainly concentrated in the field of English teaching,and there are less researches on negotiated interaction in Chinese second language teaching.Through the statistical analysis of classroom corpus,combined with teacher interviews,the author conducts research on teacher-student discourse negotiated interaction in oral Chinese classes,and examines the effect of teacher-student negotiated interaction in oral Chinese classes from the aspects of distribution characteristics and causes,with the aim of understanding the proportional distribution of the more effective and less effective negotiations in the interaction between teachers and students in oral Chinese classes,the internal characteristics of the more effective negotiations and the causes of the less effective negotiations and accordingly put forward corresponding suggestions to improve the quality of teacher-student negotiation in spoken Chinese classes.The research found that most of the teacher-student negotiations in oral Chinese classes are effective.Among the effective negotiations,all three types of negotiation are distributed,and the negotiation of content is the most frequent,because the oral class focuses on the students’ oral output,and the teacher sets a large number of topics for discussion,which leads to a lot of negotiation of content.Teachers lead the process of teacher-student negotiation and interaction,which is related to students’Chinese proficiency.Clarification request,recast,and confirmation check are most commonly used by teachers because teachers focus on the production of new information in student conversations while pursuing classroom efficiency and a relaxed classroom atmosphere.Because the level of students’ Chinese proficiency is low,they are worried that they will lose face by making mistakes,so students often use two negotiation methods,confirmation check and asking for help,that are less risky.In addition,teachers’ less reasonable questions,both teachers’ and students’failure to master clear language formulas,and teachers’ lack of cultivation of students’retelling habits are the main reasons for the less effective teacher-student negotiation in oral Chinese classes.Whether the choice and use of the negotiation method is reasonable or not will affect the effectiveness of negotiation,which is mainly related to the experience level of the negotiation initiator.At the same time,based on the results of interviews with novice teachers,the author sorts out the problems that novice teachers have when they participate in the teacher-student negotiation and interaction in oral Chinese classes and the approaches through which teachers have achieved effective teaching results.Finally,this study puts forward corresponding suggestions such as establishing the awareness of discourse negotiation and optimizing the way of discourse questioning in response to the problems found,so as to provide reference and inspiration for novice teachers to improve the effect of teacher-student negotiation in oral Chinese classes.