并详细介绍了相关理论和国内外对教师话语的研究现状及研究成果。
Then it will introduce the theory of language acquisition and the relationship between teacher talk and language acquisition.
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。
Classroom context is strongly constructive, so teachers' discourse markers play an important role in the construction of classroom context.
教师话语方式随时代变化经历了独白霸权、对话失语、对白互生及其场域效应的形成过程。
The way of teachers talks changes with The Times, from monologue, to dialogue with no response, to combination of monologue and dialogue, and then to classroom effects.
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