Finally, suggestions are raised for the junior high classroom discourse research.
最后，提出对初中语文教学的建议，指出课堂话语研究的未来趋势。
The analysis of classroom discourse is a very important form which classroom process research has taken.
课堂话语分析则是课堂过程研究的一个重要方面。
In recent years, classroom discourse has been a field of heated discussion among teachers and pedagogical researchers.
课堂话语分析近年来倍受课堂教学参与者及教学理论研究者的广泛关注。
Classroom discourse analysis refers to the study of language that teachers and students use to communicate in the classroom.
它是对参与到教学活动中的师生在课堂氛围下的对话所进行的分析。
The content of classroom discourse covers a wide range, from knowledge and concepts, process and methods, emotion to attitude.
课堂话语的内容非常丰富，涉及到了知识与概念、过程与方法、情感与态度三个层面。
For one thing, it is inherently bound with the practical field, while discourse analysis, classroom discourse in particular, is a major concern.
一方面是因为功能语法与实践领域有着天然的联系，而话语分析，尤其是课堂话语更是主要关注的对象之一。
Classroom discourse analysis is an objective approach to classroom research, which aims to describe the teaching and learning processes and illustrate the joint contributions of teachers and students.
课堂话语分析是对课堂教学过程进行客观的描述分析，该分析反映了师生在课堂中的共同贡献。
Classroom context is strongly constructive, so teachers' discourse markers play an important role in the construction of classroom context.
课堂语境具有很强的可构建性，教师话语标记语对课堂语境的构建起着重要的作用。
These spaces are as much a classroom as the traditional ones- One by discourse and the other by debate.
这些空间与传统的课堂性质一样，一方论述，一方辩论。
Classroom context is strongly constructive, so teachers' discourse markers play an important role in the construction...
课堂语境具有很强的可构建性，教师话语标记语对课堂语境的构建起着重要的作用。
Part four, according to the connotation of the reasonableness of teachers' discourse in classroom teaching in secondary school, points out its existing problems.
第四部分，根据中学课堂教学中教师话语合理性的内涵，指出中学课堂教学中教师话语存在的问题。
Part four, according to the connotation of the reasonableness of teachers' discourse in classroom teaching in secondary school, points out its existing problems.
第四部分，根据中学课堂教学中教师话语合理性的内涵，指出中学课堂教学中教师话语存在的问题。
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