英語課堂教學(xué)需要很多語言交流活動(dòng)，即課堂言語互動(dòng)。課堂教學(xué)的言語互動(dòng)主要體現(xiàn)在師生言語互動(dòng)上，而這種言語互動(dòng)又往往通過問與答的形式來完成。《英語作為外語的課堂問答話語語用研究》在運(yùn)用話語分析的相關(guān)理論對(duì)課堂問答話語進(jìn)行靜態(tài)研究的同時(shí)，重點(diǎn)運(yùn)用語用學(xué)的主要理論，諸如言語行為、語用前提、合作原則、禮貌原則等，對(duì)英語作為外語的課堂問答話語進(jìn)行了動(dòng)態(tài)研究。
語用學(xué)研究的是特定語境中的特定話語。在外語課堂教學(xué)這一具體語境中，教師的話語角色與他們的社會(huì)角色既相一致又相矛盾，這種矛盾統(tǒng)一在問答話語中得到充分的體現(xiàn)。一方面教師通過提問、反饋控制課堂話語和話輪；另一方面教師采用很多禮貌言語策略，鼓勵(lì)學(xué)生參與課堂互動(dòng)。在對(duì)課堂問答話語的理解與闡述上，英語作為外語的教學(xué)語境起著至關(guān)重要的作用。言語行為理論為課堂問答話語實(shí)施不同功能供了理論依據(jù)。提問可以使言成功有所為。即通過說出（言內(nèi)行為）“提問”（次要言外行為）這一言語，間接發(fā)出指令（主要言外行為），使聽話人按照指令行事（提問的言后行為）；“回答 （言內(nèi)行為），如解釋、造句、朗讀等（言外行為），同樣是按照提問的間接指令在以言行事，滿足提問不同的語用前提，達(dá)到提問以言致效的結(jié)果。在課堂回答話語中，師生均有違背合作原則的言語。教師違反數(shù)量準(zhǔn)則，提供比問題所要求更詳盡的話語是在利用回答增加言語輸入；學(xué)生對(duì)數(shù)量準(zhǔn)則、質(zhì)量準(zhǔn)則、關(guān)聯(lián)準(zhǔn)則或方式準(zhǔn)則的違反，源于語言知識(shí)或技能的欠缺。在禮貌原則方面，師生也有許多與社會(huì)角色相脫離、與禮貌原則相悖的言語現(xiàn)象。這種對(duì)禮貌原則的違反，在課堂教學(xué)語境下有助于完成教學(xué)任務(wù)。
在討論了課堂提問的八種形式、五種功能和回答的三種類型后，我們認(rèn)為受課堂語境制約。學(xué)生作出的非期待回答、零回答與期待回答一樣都對(duì)教學(xué)具有反饋意義。課堂問答話語除了在交流信息、維持人際關(guān)系上互相配合外，還在實(shí)施啟發(fā)、檢查、操練等教育功能和求知、解等探索功能方面相互作用。本研究根據(jù)真實(shí)、自然的課堂語料，總結(jié)了六種課堂問一答話語結(jié)構(gòu)，并分別對(duì)起始、回應(yīng)、反饋話目進(jìn)行了考，認(rèn)為IRF是課堂問一答話語的基本結(jié)構(gòu)，其余四種（除IR結(jié)構(gòu)外）結(jié)構(gòu)是IRF結(jié)構(gòu)的擴(kuò)展結(jié)構(gòu)。
本研究綜合運(yùn)用了話語分析和語用學(xué)兩門學(xué)科的相關(guān)理論，采用定性分析的方法，以兩種課型課堂教學(xué)語料為素材，對(duì)課堂問答話語進(jìn)行了從靜態(tài)到動(dòng)態(tài)的實(shí)證研究，揭示了EFL教學(xué)中問與答言語互動(dòng)的真實(shí)情況。《英語作為外語的課堂問答話語語用研究》從教師的權(quán)威性與學(xué)生的自主性、提高學(xué)生話語輸出的質(zhì)量與數(shù)量、反饋話目對(duì)學(xué)生學(xué)習(xí)動(dòng)機(jī)和言語準(zhǔn)確性的作用，以及培養(yǎng)學(xué)生語用能力四個(gè)方面討論了問答話語互動(dòng)對(duì)EFL教學(xué)的指導(dǎo)作用。這些結(jié)合英語教學(xué)實(shí)際的建議性意見將會(huì)對(duì)我國的英語教學(xué)具有很大的指導(dǎo)意義。
30多年前年兩位英國語言學(xué)家sinclair和COUl廿lard對(duì)課堂上的言語活動(dòng)進(jìn)行了分析，后來他們把自己的研究結(jié)果寫成了一部著作并于1975年由牛津大學(xué)出版社出版，那是話語分析這個(gè)研究領(lǐng)域中早期一部頗有影響的作品——Towards an Analysis of Discourse。兩位作者以收集到的課堂言語活動(dòng)語料為基礎(chǔ)，對(duì)課堂話語的構(gòu)成作出了描述，并提出了一個(gè)多層的構(gòu)成模式。不過他們當(dāng)年對(duì)課堂話語所做的研究大體上是描述性的，是靜態(tài)的。此后隨著語用學(xué)這一新生領(lǐng)域的產(chǎn)生和壯大，語言研究進(jìn)入了一個(gè)言必稱語用的時(shí)代。自然，話語分析家也開始把語用融入自己的研究中去了。
哈爾濱工業(yè)大學(xué)傅利教授撰寫的《英語作為外語的課堂問答話語語用研究》這部專著便是這個(gè)研究領(lǐng)域的成果之一。它的標(biāo)題明白無誤地告訴我們它研究的對(duì)象是什么，它研究的視角是什么。和30多年前兩位英國學(xué)者的研究相比較，傅利教授的研究和他們的研究有相同之處，它們兩者都以課堂話語為對(duì)象，兩個(gè)研究都是描述性的；但是它們之間又有很大的不同，那就是前者是靜態(tài)的，后者是動(dòng)態(tài)的。后者的動(dòng)態(tài)性是由它的研究視角決定的，因?yàn)樗菍?duì)課堂問答話語所做的語用研究，而這一研究視角在30多年前恐怕還沒有完全進(jìn)入兩位英國學(xué)者的視野。用語用這個(gè)視角去觀察一個(gè)看似熟知的現(xiàn)象，我們可以看到許多我們?cè)人床坏降臇|西。這正是這部專著的意義和價(jià)值所在。作者通過實(shí)錄課堂教學(xué)情景，對(duì)課堂里師生之間問答這一特定的話語活動(dòng)做了描述，但作者并沒有就此止步，她接著應(yīng)用語用學(xué)的一系列理論對(duì)這個(gè)話語活動(dòng)進(jìn)行了動(dòng)態(tài)的分析。除了對(duì)教師的問題和學(xué)生的回答的表面形式、類型和構(gòu)成作了描述之外，她還對(duì)問題的功能、回答的內(nèi)涵等語用側(cè)面作了分析。
序
Acknowledgements
Abstract
內(nèi)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
1．3．4 Limitations in data collection There are some limitations in the data collection．Firstly：the present study was based on the tape-recording of two kinds of classes：with no interview and questionnaire being conducted．Secondly，the data were collected through tape-recording of the class，ignoring bodylanguage，such as facial expressions：gestures：etc．，of the subjects．Thirdly：a small amount of the recording was unintelligible and had tobe left alone．These limitations might to some extent affect the data forthe present classroom discourse analysis．
1．4 Outline of the Book This book is composed of seven chapters．Chapter One provides ageneral introduction to the current research：in which the objectives：the rationale：the methodology and data for the research are stated．Chapter Two presents a brief review of the literature regardingprevious studies of discourse analysis．This chapter introduces theachievements made in discourse analysis：critical discourse analysisand classroom discourse analysis．Chapter Three lays the pragmaticbasis for the research．The contributions of some key theories ofpragmatics：such as speech act theory：indirect speech act theory：presupposition：cooperative principle and politeness principle，areinvestigated and their application in classroom question-answerdiscourse is discussed with the collected data．Chapter Four dealswith the questions in the classroom，introducing the forms ofquestions：relating the features of teacher’S question and discussing itsfunctions：particularly its functions in teaching and learning．ChapterFive addresses the types of answers in relation to the questions．Chapter Six is devoted to the interplay of the question-answerdiscourse on the teacher-student interaction in the EFL classroom．After the demonstration of question-answer structures
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