英语作为外语的课堂问答话语语用研究

序

Acknowledgements

Abstract

内容提要

Chapter1Introduction

1．1ObjectivesoftheStudy

1．2RationalefortheStudy

1．3MethodologyandDatafortheStudy

1．3．1Methodology

1．3．2Datacollection

1．3．3Datadescription

1．3．4Limitationsindatacollection

1．4OutlineoftheBook

Chapter2ReviewofDiscourseAnalysis

2．1DiscourseAnalysis

2．1．1Earlyattempts

2．1．2Sociologicalapproach

2．1．3Sociolinguisticapproach

2．2CriticalDiscourseAnalysis

2．2．1Discourseaspower／knowledge

2．2．2Discourseassocialpractice

2．2．3Discourseas(re)productionofdominance

2．2．4Critique

2．3ClassroomDiscourseAnalysis

2．3．1Hierarchicalrankmodel

2．3．2Instructionalphase’

2．3．3Languageclassroomresearch

2．3．4Criticalanalysisofclassroomdiscourse

2．3．5Classroomquestionandanswerresearch

Summary

Chapter3PragmaticTheoriesfortheStudy

3．1Context

3．1．1Whatiscontext?

3．1．2Thecontext-boundstudy

3．1．3Thecontext-bounddiscourse

3．2SpeechActTheory

3．2．1Speechacts

3．2．2Illocutionaryacts

3．2．3Questionsandanswersasillocutionaryacts

3．2．4Questionsasindirectdirectives

3．2．5Questionsandanswersasindirectspeechacts

3．3InterpersonalRhetoric

3．3．1Cooperativeprinciple(CP)

3．3．2Politenessprinciple(PP)

3．3．3Questionsasfacethreateningacts?

3．3．4Answersandsilenceasfacelosingacts?

Sumary

Chapter4QuestionsintheEFLClassroom

4．1FormsofQuestions

4．1．1Generalquestions

4．1．2Specialquestions

4．1．3Alternativequestions

4．1．4Disjunctivequestions

4．1．5Rhetoricalquestions

4．1．6Declarativeandimperativequestions

4．1．7Shortenedformsofquestions

4．2FunctionsofQuestions

4．2．1Informativefunction

4．2．2Interpersonalfunction

4．2．3Directivefunction

4．2．4Instructivefunction．

4．2．5Exploratoryfunction

4．3FeaturesofTeacher’SQuestions

4．3．1Reiterationofquestions

4．3．2Simplificationofquestions

4．3．3Clusteringofquestions

4．3．4Self-answeringofquestions

Summary

Chapter5AnswersintheEFLClassroom

5．1CriteriafortheClassificationofAnswers

5．1．1Adjacencypair

5．1．2Pragmaticpresupposition

5．1．3Cooperativeprinciple

5．2PreferredSecondPairPart

5．2．1Adequateanswers

5．2．2Excessiveanswers

5．3DispreferredSecondPairPart

5．3．1Deficientanswers

5．3．2Incorrectanswers

5．3．3Indirectanswers

5．4ZeroSecondPairPart

5．4．1Silenceandvoidofaction

5．4．2Examinafionofsilence

Summary

Chapter6Question-AnswerStructuresintheEFLClassroom

6．1InstructionalInteraction

6．1．1Institutionaltalkandordinarytalk

6．1．2Institufionalinteractionandclassroominteraction

6．1．3Teacher’Sdominationofturntaking

6．2Question-AnswerStructures

6．2．1InitiationResponse

6．2．2Initiation‘Response-Feedback

6．2．3Initiation‘Responsel／InitiatiomFeedback／Response2

6．2．4Initiation-Response-Feedback]h一(R2-Fdl3)

6．2．5Initiation。Response(一h一＆)-Feedback

6．2．6Initiation-ResponseFeedback-(&Fn)

6．3ExaminationofQuestion-AnswerStructures

6．3．1TheIRFstructure

6．3．2Examinationoftheinitiation

6．3．3Examinationoftheresponse

6．3．4Examinationofthefeedback

6．3．5ExtensionoftheIRFstructure

6．4RepairsintheQuestionAnswerDiscourse

6．4．1Intrasentencerepairs

6．4．2Intratumrepairs

6．4．3Inter。turnself-initiatedotherrepairs

6．4．4Inter‘turnother-initiatedother-repairs

6．4．5Triturnrepairs

6．4．6Examinationoftherepairs

Summary

Chapter7Conclusion

7．1LimitationsintheStudy

7．2SummaryoftheStudy

7．3ImplicationsforEFLTeaching

7．3．1Therolerelationshipbetweenteacherandstudent

7．3．2Theincreaseofstudenttalk

7．3．3Thefunctionsoffeedback

7．3．4Thedevelopmentofstudents’pragmaticcompetence

7．4SuggestionsforFutureResearch

Bibliography

Appendices

Appendix1TranscriptionConventions

Appendix2TranscriptsofChapter5

Appendix3TranscriptsofChapter6

　　本论文在运用话语分析的相关理论对课堂问答话语进行静态研究的同时，重点运用语用学的主要理论,诸如言语行为、语用前提、合作原则、礼貌原则等，对英语作为外语的课堂问答话语进行了动态研究。