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Volume 1 Number 1, Spring 2004, Pages 1-403   


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Classroom Negotiation and Learner Participation

    Liu Xuehui, Zhao Guoxia


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.