A Study On The Negotiation Of Meaning Between Teacher And Students In Junior English Class

Negotiation means the interactional modifications when the interlocuters encounter barriers in understanding or need to obtain more information.The researchers of second language acquisition generally think negotiation can provide learners with more comprehensible input,raise their consciousness in language form,as well as provide then with more opportunity to produce output.What's more,negotiation of meaning accords with some popular theories in modern English teaching area,such as constructivism and humanism,which were actively promoted by relevant scholars.With the continuous development of English teaching in our country,people realized the insufficient of the conventional English class in developing English learners'communicative competence.Therefore,some researchers began to combine negotiation with English class and research the relationship between some elements of negotiation and the English acquisition.However,there are few researches aim to improve teacher's negotiation behavior.This paper main to find the problems of junior English teacher in negotiation with students through researching the negotiation behavior between teachers and students.And give suggestions according to the found problems.So,this paper proposed three research questions:1.What are the features of the ratios of negotiation between teachers and students in junior English class?What are the causes?2.What are the acts teachers employ to initiate negotiation?How did these acts effect students'English output?To investigate these questions,this paper analyzed ten random selected English classes in the11^th national English teaching competition using the“Foreign language Interaction Analysis System”?FLIAS?for reference and by the way of Naturalistic observation.To begin with,the writer introduced the research background.Then the literature review and the theoretical basis was given.At last,the research results are as follows:In Junior English class,the ratio of negotiation sequence is low for the lack of referential questions.The ratios of negotiation differ widely,which can attribute to the weak negotiation awareness of teachers.There are four types of way junior English teachers often use to initiate negotiation.They are elicitation,confirmation check,clue and clarification request.Elicitation can provide students with opportunity to have further questions;Confirmation check can provide students with more comprehensible input;Indirect clue can help students with the meaning construction;The absence of clarification request will reduce the chance of improving students'English level.In the end,this paper proposed a few tips to solve the above problems.All the found problems in negotiation of meaning between Junior high school teachers and learners and the proposed suggestions are helpful for English teaching.