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In recent decades, numerous empirical studies have been conducted on negotiation of meaning and negotiation of form, but few have focused on examining the distinction between the two negotiation types. This qualitative study aims at distinguishing the two negotiation types by analyzing teacher-student dyadic interaction. Three English teachers and their students from a university in China participated in the study. The classroom interaction between the teachers and their students was recorded over 11 weeks, and the data analyzed for the present study totaled 13 hours and 50 minutes. Results indicate that (1) in terms of teacher intentions, the two negotiation types differ considerably: whereas negotiation of meaning is conversational and didactic in function, negotiation of form is solely didactic; (2) regarding retrieval processes and types of learner uptake, the two negotiation types differ slightly except for when negotiation of meaning is didactic in function. The findings thus reveal some issues to address regarding the function of negotiation of meaning.

Negotiation of meaning and negotiation of form in Chinese EFL classroom discourse