A Study Of Discoursal Negotiation Between Teacher And Student In Chinese Senior High School English Classroom

In the early1980’s, Long pointed out the concept of interaction hypotheses. He viewedthat in the process of interaction learners can acquire target language much more easily.Meanwhile he also stressed the effect of discoursal negotiation. He proved that negotiationnot only provides learners more comprehensible input opportunities, but also creates moreopportunities to promote learners’ target language acquisition and increase their output.Necessarily, in the process of teaching teachers should try to establish a certain kind of modeof discoursal negotiation to help their students.Frequently, discoursal negotiation can be classified into three types: negotiation ofmeaning, negotiation of form and negotiation of content. Based on Long’s interactionhypotheses and Sinclair&Coulthard’s mode of IRF, this paper tries to prove that discoursalnegotiation between teacher and student in class highly increased the quality and quantity oflearners’ language output through the observation and the recordings of real English class aswell as the survey of12teachers and98students. According to the collected materials thispaper tries to find out different modes of discoursal negotiation in Chinese high schoolEnglish classroom. After studying this issue find out that:(ⅰ) In Chinese high school English classroom, IRF is not the only mode of discoursalnegotiation between teacher and student.The mode has become more complicated.(ⅱ) Discoursal negotiation which occurs in high school English class mainly consists ofsix modes and three different types.(ⅲ) In real English class, the distribution of the three negotiation types are different, andthese negotiations greatly influenced the quality and quantity of learners’ language output.(ⅳ) The frequency of negotiation between teacher and student is determined by thelearners’ language level. And discoursal negotiation also affects learners’ learning emotionand attitude.