원문정보
초록
영어
It is believed that L2 classrooms in which there is negotiated interaction between students and teachers result in more language learning, because it produces the linguistic conditions for classroom learners to access comprehensible input and produce comprehensible output. The present study, using a three-fold model of negotiation, describes the features of teacher-student negotiated interaction in Chinese college English classrooms and asks whether the linguistic environment arising from the process of negotiation is favorable to learner participation. The study reveals that on the whole, the linguistic environment produced in the investigated classes is not favorable to language learning, but some modifications do facilitate students’ interlanguage use.
목차
RELATED STUDIES
THE PURPOSE OF THE STUDY
METHODOLOGY
Research Questions
Participants
Data Collection
Coding of Negotiation
RESULTS
Distribution of the Three Types of Negotiation
Negotiation of Meaning
Negotiation of Form
Negotiation of Content
Conversational Modifications Made by Students
DISCUSSION
Teachers and Students Make Greatest Effort to Achieve Mutual Understanding
Conversational Modifications are Ineffective in Eliciting Learner Participation in Negotiating Meaning
Clarification Requests are Effective in Yielding Enhanced Output in Negotiating for Meaning
Confirmation Checks are Mainly Followed by Confirmation or Negation of the Trigger
Negotiation of Form is Effective in Pushing Students to Produce Enhanced Output
There is More Students’ Linguistic and Cognitive Involvement in Negotiation of Content
Scanty Conversation Devices are Used by Students
CONCLUSION
THE AUTHORS
REFERENCES
APPENDIX