英语论文网

s a specification of the way in which what is to follow is systematically connected to what has gone before” (Halliday & Hasan, 1976: 227). Also, Halliday (1994: 4) elucidates that “conjunctive (discourse) adjuncts are those which relate the clause to the preceding text”. Furthermore, Halliday and Hasan (1976: 230-231) establish  the  criteria  of  the  classification  of  conjunctions:  “given  a  particular semantic  relation  which  can  operate  conjunctively,  then  any  expression  of  that relation, with or without demonstrative or other reference item, will be considered to  fall  within  the  category  of  conjunction”. 

2.2 EFL Classroom Question-Answer Discourse

In classrooms, communication always stands a central point. Firstly, spoken language is the medium by which most teaching takes place. Secondly, classrooms are among the most crowded where one person is responsible for controlling all the talk. Thirdly, language is an important part of the identities of all the participants. For  all  these  reasons,  it  is  essential  to  consider  the  classroom  communication system as a problematic medium that cannot be ignored, or viewed as transparent, by anyone interested in teaching and learning (Cazden, 2001: 3). 

2.2.1 Previous Studies of Classroom Question-Answer Discourse

Interest  in  classroom  language  studies  from  the  perspective  of  discourse analysis  began  in  the  1960s.  Since  then,  different  approaches  and  methodologies have been applied in various studies whose concerns have also changed over the years. At the very beginning, scholars pay much attention to the study of pedagogy, but later they quickly shift their interest to the study of teacher talk, teacher-learner interaction analysis and discourse analysis in the classroom teaching process. They mainly study from the perspectives of classroom conversation structure, classroom interaction, classroom teacher talk (teachers’ questions and feedback) and so on.

Early researchers, such as Flanders (1970), Bellack et al. (1966), Sinclair and Coulthard (1975), and Mehan (1979), conceive classroom talk in terms of structure. They  refer  interaction  analysis  to  the  one  that  interplays  between  teachers  and learners  in  classroom  teaching,  especially  during  the  course  of  second  language teaching. They divide teacher-learner speech acts into several different categories and  study  which  pattern  is  helpful  for  second  language  acquisition  (SLA). Also, Allwright  (1980)  advocates  a  three-dimensional  interaction  analysis  in  his observational  schema:  “a  turn-taking  analysis”,  “a  topic  analysis”  and  “a  task analysis”.  More  recently,  however,  studies  carried  out  by  van  Lier  (1988,  2000), Mercer (1995) and Wells (1999) have stressed the need to focus more caref本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。