摘要
基于英语教师课堂教学语言的特征和教师教学语言的四种类型（寒暄、指令、提问和评价）的研究成果，依据英语教学语言的语用功能，对英语课堂教学语言类型做进一步的类型划分、概念界定和范例举证，有利于英语教师进_步区分教学语言的语用功能，正确使用各种教学语言；调整交际策略，采用非语言辅助手段；贯彻“1＋1”的原则，适当调整和修饰教学语言。
Based on the studies of the characteristics and its classification of the classroom language＇as communion, directing, questioning and evaluating and the pragmatic functions of them, the author has put forward some measures to be taken to optimize the CLET as following： bear in mind the pragmatic function of each sort and use it correctly as it should be; adjust the communicative strategies and use nonverbal language as aids; carry out the principle of ＂1＋1＂ ; modulate and modify the CELT.
出处
《课程．教材．教法》
CSSCI
北大核心
2007年第2期59-63,共5页
Curriculum，Teaching Material and Method
基金
全国教育科学“十五”规划课题《中小学英语课堂教学模式优化研究与实验》(FHBO11261)的研究成果之一
关键词
课堂教学语言
寒暄
指令
提问
评价
CLET （classroom language of English teachers）
communion
directing
questioning
evaluating
