摘要 1
Abstract 1
1 Introduction 1
1.1 Rationale of the study 1
1.2 Significance of the study 4
1.2.1 Theoretical significance 4
1.2.2 Methodological significance 5
1.2.3 Pedagogical significance 6
1.3 Outline of the study 7
2 Literature Review 9
2.1 Theoretical account of relevant terms 9
2.1.1 Negotiation 9
2.1.2 Negative feedback 15
2.1.3 Learner uptake and repair 36
2.2 Theoretical foundations 42
2.2.1 Positive evidence and negative evidence 42
2.2.2 The Interaction Hypothesis 48
2.2.3 Noticing Hypothesis 50
2.2.4 Cognitive Comparison theories 51
2.3 Empirical studies 54
2.3.1 Studies on negotiation 54
2.3.2 Studies on negative feedback in general and learner uptake 62
2.3.3 Studies on negative feedback in fine-grained form and learner uptake 71
2.4 Research gaps in the literature 81
3 Research Design 83
3 1 Research questions 83
3.2 Subjects 84
3.3 Data collection 85
3.4 Data analysis 86
3.4.1 Data analysis of errors and problems 86
3.4.2 Data analysis of negative feedback 87
3.4.3 Data analysis of learner uptake 96
3.4.4 Data analysis of negotiation routines involving negative feedback and uptake 98
3.4.5 Reliability 100
4 Results and Discussion（Ⅰ）：Negative feedback in teacher-student dyadic negotiation 101
4.1 Results 101
4.1.1 Learner problems initiating negative feedback 101
4.1.2 Types of negative feedback in the teacher-student negotiation work 102
4.1.3 Distribution of the negative feedback types 117
4.2 Discussion 122
4.2.1 Learner problems initiating negative feedback 122
4.2.2 Categories not found in the present study 124
4.2.3 Distribution of the negative feedback types 126
5 Results and Discussion（Ⅱ）：Uptake and repair after negative feedback 136
5.1 Results 136
5.1.1 Categories of learner uptake in the teacher-student negotiation work 136
5.1.2 Distribution of the types of uptake and repair 142
5.2 Discussion 145
5.2.1 Learner uptake and repair after the general categories of negative feedback 147
5.2.2 Learner uptake and repair after the subcategories of negative feedback 158
6 Results and Discussion （Ⅲ）：The process of negative feedback leading to repair 161
6.1 Characteristics of turns and sequences of the negotiation involving negative feedback and learner repair 161
6.2 A negotiation model on negative feedback and repair 165
7 Conclusion 175
7.1 Summary of the research findings 175
7.2 Implications 178
7.2.1 Theoretical implications 178
7.2.2 Pedagogical implications 179
7.3 Limitations and recommendations for future research 181
References 184
Appendix（Ⅰ）：Abbreviations 194
Appendix（Ⅱ）：Transcription Devices 195
Acknowledgements 196