摘要001 Abstract 001 1 Introduction 001 1.1 Rationale of the study 001 1.2 Significanceof the study 004 1.2.1 Theoreticalsignificance 004 1.2.2 Methodologicalsignificance 005 1.2.3Pedagogical significance 006 1.3 Outline of the study 007 2 Literature Review 009 2.1 Theoretical account of relevant terms009 2.1.1 Negotiation 009 2.1.2 Negative feedback 015 2.1.3 Learner uptake and repair 036 2.2 Theoretical foundations042 2.2.1 Positive evidence and negativeevidence 042 2.2.2The Interaction Hypothesis048 2.2.3 Noticing Hypothesis 050 2.2.4Cognitive Comparison theories 051 2.3 Empirical studies 054 2.3.1 Studieson negotiation054 2.3.2 Studieson negative feedback in general and learner uptake 062 2.3.3 Studies on negativefeedback in fine-grained form and learner uptake 071 2.4 Research gaps in the literature 081 3 Research Design 083 3.1 Research questions 083 3.2 Subjects 084 3.3 Data collection085 3.4 Data analysis 086 3.4.1 Data analysis of errors and problems086 3.4.2 Data analysis of negative feedback 087 3.4.3 Data analysis of learner uptake 096 3.4.4 Data analysis of negotiation routinesinvolving negative feedback and uptake 098 3.4.5 Reliability 100 4 Results and Discussion (I): Negative feedbackin teacher-student dyadicnegotiation 101 4.1 Results 101 4.1.1 Learner problems initiating negativefeedback 101 4.1.2Types of negative feedback in the teacher-student negotiation work102 4.1.3 Distribution of negative feedbacktypes 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 andrepair after negative feedback 136 5.1 Results 136 5.1.1Categories of learner uptake in the teacher-student negotiation work 136 5.1.2 Distribution of the types of uptake andrepair 142 5.2Discussion 145 5.2.1 Learner uptake and repairafter the general categories of negative feedback 147 5.2.2 Learner uptake and repair after the subcategories of negative feedback 158 6 Resultsand Discussion (III): The process of negative feedback leading to repair 161 6.1 Characteristics of turns and sequences of thenegotiation involving negative feedback and learnerrepair 161 6.2 A negotiation model on negative feedback andrepair 165 7 Conclusion 175 7.1 Summary of the research findings 175 7.2 Implications 178 ……