标题：英语作为外语的课堂问答话语语用研究
图书信息
出版社: 科学出版社; 第1版 (2008年5月1日)
外文书名: A Pragmatic Study on the EFL Classroom Question-answer Discourse
精装: 188页
正文语种: 英语
开本: 16
ISBN: 9787030227683
条形码: 9787030227683
尺寸: 21 x 15 x 1.8 cm
重量: 399 g
内容简介
《英语作为外语的课堂问答话语语用研究》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。
英语课堂教学需要很多语言交流活动，即课堂言语互动。课堂教学的言语互动主要体现在师生言语互动上，而这种言语互动叉往往通过问与答的形式来完成。
语用学研究的是特定语境中的特定话语。在外语课堂教学这一具体语境中，教师的话语角色与他们的社会角色既相一致又相矛盾，这种矛盾统一在问答话语中得到充分的体现。一方面教师通过提问、反馈控制课堂话语和话轮；另一方面教师采用很多礼貌言语策略，鼓励学生参与课堂互动。在对课堂问答话语的理解与阐述上，英语作为外语的教学语境起着至关重要的作用。言语行为理论为课堂问答话语实施不同功能提供了理论依据。提问可以使言成功有所为，即通过说出(言内行为)“提问”(次要言外行为)这一言语，间接发出指令(主要言外行为)，使听话人按照指令行事(提问的言后行为)；“回答”(言内行为)，如解释、造句、朗读等(言外行为)，同样是按照提问的间接指令在以言行事，满足提问不同的语用前提，达到提问以言致效的结果。在课堂回答话语中，师生均有违背合作原则的言语。教师违反数量准则，提供比问题所要求更详尽的话语是在利用回答增加言语输入；学生对数量准则、质量准则、关联准则或方式准则的违反，源于语言知识或技能的欠缺。在礼貌原则方面，师生也有许多与社会角色相脱离、与礼貌原则相悖的言语现象。这种对礼貌原则的违反，在课堂教学语境下有助于完成教学任务。
在讨论了课堂提问的八种形式、五种功能和回答的三种类型后，我们认为受课堂语境制约，学生作出的非期待回答、零回答与期待回答一样都对教学具有反馈意义。
目录
序
Acknowledgements
Abstract
内容提要
Chapter 1 Introduction
1.1 Objectives of the Study
1.2 Rationale for the Study
1.3 Methodology and Data for the Study
1.3.1 Methodology
1.3.2 Data collection
1.3.3 Data description
1.3.4 Limitations in data collection
1.4 Outline of the Book
Chapter 2 Review of Discourse Analysis
2.1 Discourse Analysis
2.1.1 Early attempts
2.1.2 Sociological approach
2.1.3 Sociolinguistic approach
2.2 Critical Discourse Analysis
2.2.1 Discourse as power/knowledge
2.2.2 Discourse as social practice
2.2.3 Discourse as(re)production of dominance
2.2.4 Critique
2.3 Classroom Discourse Analysis
213.1Hierarchical rank model
2.3.2 Instructional phase
2.3.3 Language classroom research
2.3.4 Critical analysis of classroom discourse
2.3.5 Classroom question and answer research 
Summary
Chapter 3 Pragmatic Theories for the Study
3.1Context
3.1.1 What is context?
3.1.2 The context-bound study
3.1.3 The context-bound discourse
3.2 Speech Act Theory
3.2.1 Speech acts
3.2 2 Illocutionary acts
3.2.3 Questions and answers as illocutionary acts
3.2.4 Questions as indirect directives
3.2.5 Questions and answers as indirect speech acts
3.3 Interpersonal Rhetoric
3.3.1 Cooperative principle(CP)
3.3.2 Politeness principle(PP)
3.3.3 Questions as face-threatening acts?
3.3.4 Answers and silence as face-losing acts?
Sumary
Chapter 4 Questions in the EFL Classroom
4.1 Forms of Questions
4.1.1 General questions
4.1.2 Special questions
4.1.3 Alternative questions
4.1.4 Disjunctive questions
4.1.5 Rhetorical questions69
4.1.6 Declarative and imperative questions‘70
4.1.7 Shortened forms of questions72
4.2 Functions of Questions74
4.2.1 Informative function
4.2.2 Interpersonal function
4.2.3 Directive function
4.2.4 Instructive function
4.2.5 Exploratory function
4.3 Features of Teacher’s Questions
4.3.1 Reiteration of questions
4.3.2 Simplification of questions
4.3.3 Clustering of questions
4.3.4 Self-answering of questions
Summary
Chapter 5 Answers in the EFL Classroom
5.1 Criteria for the Classification of Answers
5.1.1 Adjacency pair
5.1.2 Pragmatic presupposition
5.1.3 Cooperative principle
5.2 Preferred Second Pair Part
5.2.1 Adequate answers
5.2.2 Excessive answers
5.3 Dispreferred Second Pair Part
5.3.1 Deficient answers
5.3.2 Incorrect answers
5.3.3 Indirect answers
5.4 Zero Second Pajr Part
5.4.1 Silence and void of action
5.4.2 Examination of silence
Summary
Chapter 6 Question——Answer Structures in the EFL Classroom118
6.1 Instructional Interaction
6.1.1 Institutional talk and ordinary talk
6.1.2 Institutional interaction and classroom interaction120
6.1.3 Teacher’S domination of tum·taking·122
6.2 Question·Answer Structures123
6.2.1 Initiation-Response124
6.2.2 Initiation-Response-Feedback125
6.2.3 Initiation-Responselflnitiation2一Feedback/Response2
6.2.4 Initiation-Response-Feedbackfl2一(Ra·F2f13)
6.2.5 Initiation-Response(一h-R2)一Feedback
6.2.6 Initiation-Response-Feedback一(R2Fn)
6.3 Examination of Question-Answer Structures
6.3.1 The IRF structure133
6.3.2 Examination of the initiation
6.3.3 Examination of the response
6.3.4 Examination of the feedback
6.3.5 Extension of the IRF structure
6.4 Repairs in the Question-Answer Discourse
6.4.1 Intra-sentence repairs
6.4.2 Intra-tum repairs
6.4.3 Inter-rum self-initiated other-repairs
6.4.4 Inter-tum other-initiated other-repairs
6.4.5 Tri-tum repairs
6.4.6 Examination of the repairs
Summary
Chapter 7 Conclusion
7.1 Limitations in the Study
7.2 Summary of the Study
7.3 Implications for EFL Teaching
7.3.1 The role relationship between teacher and student
7.3.2 The increase of student talk
7.3.3 The functions of feedback
7.3.4 The development of students’pragmatic competence
7.4 Suggestions for Future Research
Bibliography
Appendices
Appendix 1 Transcription Conventions
Appendix 2 Transcripts of Chapter 5
Appendix 3 Transcripts of Chapter 6