关键词: 小组互动, 意义协商, 形式协商, 内容协商

Abstract: This study explores the distribution and processes of negotiated interaction in college English classroom group work under the framework of the model for negotiation, initially proposed by Varonis & Gass (1985). Based on 79 group interactions of topic discussion tasks, randomly extracted from the Spoken English Corpus of Group Interaction in Chinese College English Classrooms, the study fnds that content negotiations take the greatest proportion in group work, helping advance topic development. The EFL learners initiate nearly equal proportions of meaning and form negotiations to resolve communication breakdowns and linguistic troubles. Once initiated, most negotiations are followed by the moves of Response, but less than half fulfill the complete negotiation routine of “Indicator—Response—Reaction to Response”.