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1.1 Research Background
课堂话语分析，尤其是教师质疑的话语，一直是主要的我有些年头了语言学，应用语言学和语言教育等研究领域。从20世纪60年代和70年代初，课堂话语研究的许多领域已经进行了大量的英语世界。课堂话语分析的重点是于课堂语言识别的语言特点，可以让老师和学生之间的谈判和建设的意义。已经有各种的途径和方法，在课堂话语分析。一些研究者（Gumperz海姆斯，1972）研究了从人种学的角度来看，一些（戈夫曼，1981袋，1992）从会话和其他功能（佳士得，2002年）。Classroom discourse analysis, especially teacher questioning discourse, has been a majortheme in such research fields as linguistics, applied linguistics and language education for someyears. From the 1960s and early 1970s on, a great deal of research into many areas of classroomdiscourse has been undertaken in the English-speaking world. The focus of classroom discourseanalysis is on identifying the linguistic features of classroom language that can allow thenegotiation and construction of meanings between teacher and student. The approaches andmethodologies in classroom discourse analysis have been various. Some researchers (Gumperz& Hymes, 1972) studied it from ethnographic perspective, some (Goffman, 1981; Sacks, 1992)from conversational one, and others (Christie, 2002) from functional one.
国内在这方面的研究相对较晚。从20世纪80年代开始课堂话语的注意事项。早期的研究主要是引进西方的理论。在20世纪90年代，许多研究关注西方理论的应用。然而，究竟发生了什么在教室里没有得到足够的重视。从20世纪90年代后期很多关于课堂话语（李，1996年，1998年赵佳，1999年庞武，2000年，周周，2002年，刘江，2004年，杨，2007）的研究进行。然而，国内课堂话语分析研究主要从会话的角度，民族志的方法是互补的。课堂话语分析的功能的方法在国内的研究中很少被采用，除了杨（2007）的研究起到了重要作用。提问激励学生积极参与得到的教训，评估所取得的成就的教学目标，培养学生的批判性思维一节课的成功很大程度上依赖于效率的问题，老师问。老师讲的一个重要方面，教师提问话语最能代表这意味着教师与学生之间的谈判和建设的特点。出于这个原因，教师提问话语选择在这篇论文为研究对象。The domestic research on this aspect is relatively late. Attentions to classroom discoursestarted from the 1980s. The early studies were mainly about the introduction of western theories.In the 1990s, many of the researches concerned the application of western theories. Yet whatactually happened in classroom did not get enough attention. From the late 1990s, manyresearches concerning classroom discourse (Li, 1996; Zhao, 1998; Jia, 1999; Pang & Wu, 2000;Zhou & Zhou, 2002; Liu & Jiang, 2004; Yang, 2007) were conducted. Yet domestic classroomdiscourse analysis was researched mainly from conversational perspective, and the ethnographicapproach was complementary one. Functional approach of classroom discourse analysis wasseldom adopted in domestic studies, except the research of Yang (2007).Questioning plays a role in motivating students to get actively involved in the lesson,evaluating the achievements of the instructional goals, developing students’ critical thinking.The success of a lesson largely depends on the efficiency of questions that the teacher asks. As akey aspect of teacher talk, teacher questioning discourse can best represent the features ofmeaning negotiation and construction between teacher and student. For this reason, teacherquestioning discourse is chosen as the research object in this thesis.

1.2 Research Objectives and Research methodology
Based on the previous researches, this thesis explores the grammatical features of teacherquestioning discourse from the functional approach, trying to show the role of questioning in themeaning negotiation during classroom teaching process.The methodology the present thesis adopts is basically qualitative. From the internet, theauthor searched the video material of the Eighth National English Teaching Competition(Middle School). From the 12 contestants who won the first prize, one was chosen as thesubject of the research. After careful observation of th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。