英文摘要 |
This study aims to investigate CSL teacher's classroom strategies on negotiation of meaning for enhancing teacher education. Two theoretical concepts were applied: first, interactions between students and teachers, which includes Krashen's input hypothesis, Long's interaction hypothesis, and Swain's output hypothesis. Second one is institutional talk. Conversation analysis is conducted in this study to analyze transcriptions collected through videotaped teachers' lessons. The research found teachers' negotiation of meaning can be discussed from two perspectives: the input of teacher's talk and student-instructor classroom interactions. The input of teacher's talk refers to accuracy and comprehensible, which is related with teacher's lexical choice and turn design. Student-instructor classroom interactions can be examined through sequence organization and overall structural organization. Meaningful negotiation also occurs at certain condition. When low student-teacher interactions occurs, the instructors would make adjustment of their language in accordance with comprehension checks, clarification request, and confirmation checks to guide students for enhancing comprehensive communication. Besides, due to the differences of student and teacher's social roles, living environments, and learner' language levels, instructors need to be aware of the selection of conversation topics, accept different point of views, provide the freedom of speech, give feedbacks, and handle the unpredictable classroom events. Finally, as a reference for novice teachers, the study also lists useful tips happened from real classroom. |