Research On Negotiatiated Interactions Between Teachers And Students In Online Intermediate Chinese Speaking Lessons

Online Chinese teaching has followed the trend of science development and elicited many discussions in the field of Chinese teaching.The teacher-student interaction between online teaching and traditional offline classroom teaching is different.So negotiatiated interactions in international online Chinese teaching is worth studying.This paper aims to examine the application of negotiated interactions in the context of online speaking lessons for learners of intermediate proficiency level,by observing and counting the distribution,initiation and feedback of negotiation interactions in the classroom,and the length of students’ discourse output.The research subjects are teachers and students in School of Chinese Language and Literature in Soochow University.The results show that(1)The overall frequency of negotiation interactions in the class is low.(2)Content negotiation is the most common among three types of negotiation,followed by meaning negotiation and form negotiation.Network-related negotiation are present in all three types.(3)Teacher is the main initiator,especially in form negotiation.Students tend to initiate more in content negotiation and meaning negotiation.(4)The three types of negotiation are initiated differently.For teachers,Confirmation Check is used most frequently in meaning negotiation,restating in form negotiation,and asking additional questions in content negotiation.Students request clarification most often in meaning negotiation,ask for help in form negotiation,and ask additional questions in content negotiation.(5)The frequency of students’ negotiated feedback is stable.Teachers and students gave feedback in different ways for the three types;In negotiated feedback on both meaning and form,teachers often guide and explained;students often used affirmation or denial,explanation,and repetition for the former,while employing repetition and self-correction for the latter;in negotiated feedback on content,both teachers and students prefer to explain,affirm or deny,and expand the content.(6)Students’ discourse output is greatest in both the initiation and feedback in negotiation of content.When it comes to both meaning and content negotiation,they are able to produce more oral output when it is initiated with clarification response.By contrast,elicitation led to more output in form negotiation.Therefore,this paper reflects on negotiated interaction in class and offers suggestions from both teacher and student perspectives.Teachers should build awareness of discourse negotiation,integrate negotiated interaction into instructional design,improve negotiation skills,grasp the frequency of online negotiation,and focus on developing students’negotiation and interaction skills to promote sustained student voice.Students need to raise their awareness of self-negotiation,exercise their negotiated interaction skills,and apply negotiation to their daily lives.