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。

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

2．3．1 Hierarchical 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

 3．1 Context

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 questions

4．1．6 Declarative and imperative questions

4．1．7 Shortened forms of questions

 4．2 Functions of Questions

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 Pair Part

5．4．1 Silence and void of action

5．4．2 Examinafion of silence

 Summary

Chapter 6 Question-Answer Structures in the EFL Classroom

 6．1 Instructional Interaction

6．1．1 Institutional talk and ordinary talk

6．1．2 Institufional interaction and classroom interaction

6．1．3 Teacher’S domination of turn—taking

 6．2 Question-Answer Structures

6．2．1 Initiation—Response

6．2．2 Initiation‘Response-Feedback

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

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

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

6．2．6 Initiation-Response—Feedback-(&Fn)

 6．3 Examination of Question-Answer Structures

6．3．1 The IRF structure

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。turn self-initiated other—repairs

6．4．4 Inter‘turn other-initiated other-repairs

6．4．5 Tri—turn 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