| Since the rise of the Interaction Hypothesis,scholars at home and abroad have carried out various studies on language negotiation,and people realize that the negotiative interaction between teachers and students is not only conducive to increasing learners’ comprehensible input,but also prompting learners to assume,reflect and revise the output,thereby promoting their second language acquisition.At present,most of the research on language negotiation appears in the field of English Second Language classroom teaching research,and focuses on meaning negotiation,while there are relatively few comprehensive studies on the three types of language negotiation in international Chinese classrooms,and there are even fewer studies that compare and analyze the language negotiation between novice teachers and proficient teachers,so there is still a lot of research space.This paper collects a total of 24 lessons of novice teachers and proficient teachers to build a small corpus,translates them into text form,and analyzes the corpus.According to the statistical results and corpus analysis,the differences in language negotiation(meaning negotiation,form negotiation and content negotiation)between novice teachers and proficient teachers are observed,including the distribution of these three types of negotiation,the use of negotiation initiation methods,and the situation of students taking the initiative to initiate negotiation,so as to explore the effective negotiation strategies of proficient teachers and put forward relevant teaching suggestions for novice teachers.This paper refers to Zhao Guoxia’s language negotiation framework and finds a new category in student feedback on meaning negotiation: “asking questions”.The study found that there were great differences in the distribution of language negotiation between novice teachers and proficient teachers in international Chinese classrooms.Novice teachers initiated the most of meaning negotiation,followed by content negotiation,and the least form negotiation.Proficient teachers initiated the most form negotiation,followed by meaning negotiation,and the least content negotiation.However,the use of initiation methods of novice and proficient teachers in each negotiation is similar.In meaning negotiation,both novice teachers and proficient teachers most often use understanding verification,but novice teachers use more and use in a single background,which is easy to cause students to ignore.In form negotiation,both novice and proficient teachers most often use request clarification,but proficient teachers receive more students’ correction feedbacks than novice teachers.In content negotiation,both novice teachers and proficient teachers most often use request clarification,but the content negotiation skills of novice teachers still need to be strengthened.In addition,this paper also finds that teacher-initiated meaning negotiation can lead to new meaning negotiations,and teacher-initiated content negotiation can lead to meaning negotiation and form negotiation.Teachers can also initiate a form negotiation or content negotiation in a variety of ways,as well as multiple language negotiations.Through the comparative study of language negotiation between novice teachers and proficient teachers,it is hoped that it will be helpful to the development of language negotiation theory and Second Language Teaching theory,and promote novice teachers to improve teaching methods and teaching efficiency.But this article still leaves a lot to be desired.Due to the limitation of conditions,only 24 courses have been collected,the corpus is not rich enough,it is impossible to have a more comprehensive and profound study of language negotiation,and some views on the differences between language negotiation between novice teachers and proficient teachers are still not indepth enough,and I hope that more outstanding scholars will carry out further research and supplement on this to jointly promote the development of international Chinese education. |
