Research On The Semantic Negotiation In The Comprehensive Course Of Teaching Chinese As A Foreign Language

Since the advent of semantic negotiation,It has become an important field of second language acquisition research.in recent decades,through the results of which some foreign scholars have done a large number of research and experiments in the field of second language acquisition and foreign language teaching proves that,the semantic consultation in the dialogue between learners and teachers,peers or other people that will help learners to pay attention to the form of the target language,thus promoting the occurrence of acquisition.However ,domestic research in this field is not much.Even though a few scholars have discussed the role of semantic negotiation in the process of second language acquisition,but the study are mostly for the domestic students when they have an English acquisition.Few people will study the semantic negotiation of Chinese as the second language.Thus there is no substantive breakthrough in semantic negotiation in the filed of Teaching Chinese as foreign language.In order to fill this gap,this article plans from the Chinese as a second language acquisition,to study the semantic negotiation in the Chinese as a foreign language classroom.First of all,this paper analyzes the research background and significance of semantic negotiation,and have a comprehensive scanning on the study of semantic negotiation.In The second chapter,the author have a complete summary for the definition,classification and function of semantic negotiation.and introduce the interdisciplinary theoretical basis systematically,and to clarify the necessity of the semantic negotiation by comparing the differences between semantic negotiation with the traditional teaching.In the third chapter,the author proposes to study the semantic negotiation in different ways,different objects and different types these three aspects,in order to analyze the different aspects of semantic negotiation in different modes and the reasons for these differences.The ways of semantic negotiation in Chinese as a foreign language are:a.support,b.inspire,c.error correction.there are two different objects:a.negotiation between teachers and students,b.negotiation between students and students in the class.And the semantic negotiation is divided into three types:a.comprehension checks,b.confirmation checks,c.clarification request.The fourth chapter is mainly summed up a series factors which affect the semantic negotiation in Chinese as a foreign language in classroom by author's classroom observation and information search .and take advantage of the corpus of classroom activity to analyze these problems one by one.since then,the author summed up some advice to the problems mentioned in the previous chapter by the classroom observation and access to relevant information,hope to offer help to the teachers who are or prepare using semantic negotiation.Finally,the author give a summary and reflection to the analysis of semantic negotiation in the teaching of Chinese as a foreign language class.This study is set in Chinese as a foreign language Comprehensive course as the background,the teacher and the sixteen foreign students who are from the Preparatory Class eight comprehensive course of CCNU's International Communications college for objects.After two months classroom observation,all the conversations recorded in the form of recording and converted into text.Finally, the quantity. types and ways of semantic negotiation used in the class are counted.Thus we can have a deep discussion of foreign students' semantic negotiation in the process of learning Chinese which happened in the comprehensive course.