1、東北師范大學(xué)碩士學(xué)位論文英語(yǔ)精讀課堂話語(yǔ)分析姓名：安錦蘭申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師：楊玉晨20050501AbstractDiscourseanalysishasbeenstudiedextensivelyandhasbecomeatopicalfoCUSinthefieldoflinguisticsandeducafionalistsAlthoughtherehasbeenanincreasingamountofst

2、udiesonclassroomdiscourseintheworld1ittlehasbeenconductedinChinatoexamine也echaracteristicsofdiscoursestructuresanddiscoursepatternsinChinesecontextClassroomdiscourseanalysisisallobjectiveapproachtoclassroomresearch，which

3、aimstodescribetheteachingandlearningprocessesandilluslxatetheointcontributionsofteachersandstudentsTIliSthesisanalyzestheclassroomdiscoursefromthefollowingfouraspects：IRF(InitiationResponseFeedback)structure，t11Imtaking，

4、theartaountofteacherandstudenttalkandfrequencyandtypesofteacherquestionbasedonthedatacollectionoftheliveclassroomtranscriptsofintensivereadingclassesFromtheresults，thefollowingfeaturesarederived：(1)Thediscoursestructures

5、foundinclassroomsareverycomplicatedthoughIRfstructurestillexists；(2)Theteacher’Sturnlengthismuchlongerthanthatofthestudents’Asforturn—takingbehaviorsinclassrooms，theteacherusuallynominatesaspeakerbyname，byalook，orsometim

6、esbypointingOfcoursestudentsdofrequentselfselection；(3)Theamountofteachertalksurpassesthatofthestudenttalkinmostcases；(4)TheteacherusesreferentialquestionsmorefrequentlythanthedisplayonesInaddition，theauthordiscussesthei