An Analysis of Classroom Discourse in College English Intensive Reading Course
For many years, classroom discourse has been a field received much attention from linguistics and educators. After the middle of 1980s, the research of SLA in classroom settings started to be popular. In English language teaching classroom, teacher talk is the major source of comprehensible input, which plays a fairly important role in learner’s language acquisition. Teacher talk is an important instrument of classroom teaching and a crucial means to control learners’ behavior.
According to “comprehensible output hypothesis”, output is also a major causative factor to promote language acquisition; however this is often ignored by many researchers. Because of limited output, second language learners cannot achieve native-like productive competence. So, stimulating students’ output plays an important role in helping students acquire language knowledge.
This paper is different from previously teacher-centered researches to some extent. IRF model is used as the basic framework analyzes some aspects of teacher talk and student talk in college intensive reading course to complete the whole classroom discourse process. After the analysis of the data, it is found y that the results disagree with some previous researches in some detail. That is to say, teachers have realized the importance of students-centered model and are working towards this goal. Now this is an importantly transitional period.
Key words: Teacher Talk; Student Talk; Second Language Acquisition; Interaction
许多年来，语言学家和教育学家一直很关注课堂话语。二十世纪八十年代中后期，对在课堂环境下的二语习得的研究开始热门起来。在英语课堂教学中，教师话语是可理解输入的重要来源，对学习者的语言习得起重要作用。教师话语是课堂教学的重要工具，也是控制学生行为的重要手段。
根据可理解输出，输入也是促进语言习得的重要因素，但是许多研究者往往忽视对其研究。由于第二语言学习者有的限输出，所以他们不能达到说本族语者那样的输出水平。因此刺激学生的语言输出对学生习得语言知识有重要的帮助作用。
本文与以前的对以教师为中心课堂的分析有所不同。论文以IRF为基本的框架分析了大学精读课堂上的教师话语和学生话语，以完善整个课堂话语过程。通过调查分析，笔者发现数据分析的结果与前人所做的在细节方面有些不同，也就是说，教师已经意识到以学生为中心的教学模式的重要性，并正努力朝这个目标前进，现在正处于一个重要的过渡阶段。
关键词：教师话语；学生话语；第二语言习得；互动
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