...以及互动中出现的符号转变和代码传输与习得 早年他曾 一度涉足权势关系与编码理论的研究 之后对 教学话语 (pedagogic discourse)与 教学机制 (pedagogic device)表现出极大的兴趣 教学话语 由 教学性话语 (instructional discourse)与 规 约性话语 (regulativ...
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即理解教学的文化生产力，并力图构建一种隐性及体验式的教学话语以补充教学的具体形式。
Understand cultural productivity of teaching, try hard, and construct one recessive ness and teaching words of experience type by concrete form to supplement teaching.
在课堂教学中有目的地培养学生的语用意识，可以使学生回避不礼貌的话语，从而使交际更为成功。
Improving students' pragmatic awareness of language in classroom teaching can enable the students avoid impolite utterance so as to communicate more successfully.
口语教学内容最重要的是承接性话语、施为性话语和叙述性话语，以及这几种话语的配搭和协调。
What constitute the content of spoken language teaching are discourses of coherence, illocution and narration and their combination and adjusting.
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