为了就改进教师言语评价行为提供策略和建议，本研究主要从以下三个方面展开论述。
To provide strategies and Suggestions for improving teachers' evaluative speech ACTS, three areas where I saw possibilities for improvement were referred to in the last part of the paper.
第三部分：分析了教师口头言语评价行为存在的问题：口头言语评价笼统简单，缺乏具体的分析性评价；
The third part: Has analyzed the teacher oral language evaluation existence question: oral language evaluation general simple, lacks the concrete analytical evaluation;
结构所表现出的语用功能是实现言语行为——评价、表情。
The pragmatic function of long sound structure is to achieve the speech acts of evaluation and expression.
在第二语言学习中，反馈指针对学习者的言语行为给予学习者的评价性信息。
In second language learning, feedback refers to the evaluative information available to learners concerning their linguistic performance.
在第二语言学习中，反馈指针对学习者的言语行为给予学习者的评价性信息。
Relationship between second language learners syntactic knowledge and reading ability, and the syntactic training strategies;
在第二语言学习中，反馈指针对学习者的言语行为给予学习者的评价性信息。
Relationship between second language learners syntactic knowledge and reading ability, and the syntactic training strategies;
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