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Classroom Negotiation and Learner Participation

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.1 No.1 (2004.03)바로가기
  • 페이지
    pp.213-241
  • 저자
    Xuehui Liu, Guoxia Zhao
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182007

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원문정보

초록

영어
It is believed that L2 classrooms in which there is negotiated interaction between students and teachers result in more language learning, because it produces the linguistic conditions for classroom learners to access comprehensible input and produce comprehensible output. The present study, using a three-fold model of negotiation, describes the features of teacher-student negotiated interaction in Chinese college English classrooms and asks whether the linguistic environment arising from the process of negotiation is favorable to learner participation. The study reveals that on the whole, the linguistic environment produced in the investigated classes is not favorable to language learning, but some modifications do facilitate students’ interlanguage use.

목차

NEGOTIATION IN L2 CLASSROOMS: CONCEPTS AND ROLES
 RELATED STUDIES
 THE PURPOSE OF THE STUDY
 METHODOLOGY
  Research Questions
  Participants
  Data Collection
  Coding of Negotiation
 RESULTS
  Distribution of the Three Types of Negotiation
  Negotiation of Meaning
  Negotiation of Form
  Negotiation of Content
  Conversational Modifications Made by Students
 DISCUSSION
  Teachers and Students Make Greatest Effort to Achieve Mutual Understanding
  Conversational Modifications are Ineffective in Eliciting Learner Participation in Negotiating Meaning
  Clarification Requests are Effective in Yielding Enhanced Output in Negotiating for Meaning
  Confirmation Checks are Mainly Followed by Confirmation or Negation of the Trigger
  Negotiation of Form is Effective in Pushing Students to Produce Enhanced Output
  There is More Students’ Linguistic and Cognitive Involvement in Negotiation of Content
  Scanty Conversation Devices are Used by Students
 CONCLUSION
 THE AUTHORS
 REFERENCES
 APPENDIX

저자

  • Xuehui Liu [ Nanjing Normal University, China ]
  • Guoxia Zhao [ East China Normal University, China ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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