| Interaction in the classroom is the key to learners’ language learning,which affects the effectiveness of students’ Chinese learning.Studies showed that effective discourse negotiation interaction can promote learners’ second language acquisition.At present,online teaching has the disadvantage of limited interaction,this paper examines the specific process of discourse negotiation based on the online Chinese primary oral class,summarize the types,initiators and distribution of interactive stages of online classroom discourse negotiation,as well as the completeness and effectiveness of discourse negotiation,and based on the problems of discourse negotiation in current online teaching,targeted teaching suggestions are put forward,so as to improve teachers’ own discourse consultation ability and enhance the interaction of the classroom.The whole paper is divided into five parts.The first chapter is the introduction,which introduces the reason for choosing the topic and the significance of the study,the current situation of the study,the research method and the sources of the corpus.The second chapter explains the model of online teaching,the concept and types of discourse negotiation.The process of discourse negotiation is described,which is divided into four stages: trigger,indicator,response,and reaction to response,and then describes the specific ways of each stage.The third chapter makes statistics and analysis on the overall situation and interaction of discourse negotiation.The overall situation includes the number,type and initiator of discourse negotiation fragments.The results show that discourse negotiation in the online elementary Chinese speaking classroom is mainly meaning negotiation;and the teacher is the main initiator of discourse negotiation in the whole classroom.The meaning negotiation and formal negotiation initiated are more balanced,while student is more inclined to initiate meaning negotiation.The interactive process included the distribution,completeness,and effectiveness of the stages of discourse negotiation.The research found that the interactive process of discourse negotiation between teacher and student in the classroom is relatively complete,and the efficiency of meaning negotiation is higher than that of formal negotiation,student initiates discourse negotiation more efficiently than teachers.In the fourth chapter,according to the problems of discourse negotiation interaction in online teaching,such as unreasonable time arrangement,non-standard negotiation language and the participation of student in negotiation is not high,teaching suggestions are put forward: prepare for online teaching,improve students’ online engagement,and make reasonable use of discourse negotiation.The fifth chapter summarizes the innovations and findings of this research,expounds the shortcomings of the research. |
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