Krashen的可理解性输入(comprehensible input)假说(Krashen1977,1982,1985)和Long的协商互动(negotiated interaction)理论(Long,1983)的提出使人们更加重视外语课堂上师生交互活动。
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This research is a description of features of negotiated interaction in EFL classrooms in high school and the immediate L2 production of the learners.
本研究描述了英语课堂协商互动的特征及其导致的学习者目的语表现(即时输出)。
Negotiated input is L2 material that the learner can acquire in interaction through requests for clarification and active attention being focused on what is said.
协商语言输入是初学者能在交流中通过要求对说话内容的清晰解释和重点提炼而学习到的L2材料。
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