本文对中学教师课堂话语标记语的使用情况研究完全基于以上数据。
The study results mainly include the following:First, there are limited DMs used by the teachers.
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.
外语课堂教学是学习者习得第二语言的重要环节，教师话语是组织课堂教学、培养学生交际能力的关键。
Foreign language teaching plays an important role in learner's second language acquisition and teacher talk is the key to organizing class and fostering students' communicative competence.
教师话语是英语课堂的重要交际媒介，直接关系着学习者语言输入的质量和教学效果的好坏。
Teacher Talk plays a crucial role as a teaching medium in classroom, determining directly to the learners "language input and teaching effect."
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.
在课堂教学中，教师应该首先教授规约性间接言语行为和话语隐含义，然后教授非规约性间接言语行为和话语隐含义。
In the instructions, teachers should first teach conventional indirect speech acts and implicatures, and then teach non-conventional speech acts and implicatures.
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...
然而，这些研究大都侧重于研究教师话语的语言特征，很少关注教师话语在构建语言课堂师生角色关系上所做出的贡献。
However, most of the studies focus on describing the linguistic features of TT; few concern its contributions to the construction of the teacher-learner role relationship in the EFL class.
在这样的课堂上，教师几乎控制了所有的教学话题并占用了绝大部分的课堂话语量，学生很少有机会自主思考并进行语言输出。
In such a class, the teacher controls almost every topic and takes up most of the talk time. Students have extremely slime opportunities to think creatively and make output independently.
研究结果显示，八位抽样教师的课堂三话轮回合模式大同小异-即以IRE为主的课堂话语模式。
The paper draws on descriptive system of the Birmingham school, focusing on the teacher-led three-part turn-taking patterning of IRE/IRF cycles.
研究结果显示，八位抽样教师的课堂三话轮回合模式大同小异-即以IRE为主的课堂话语模式。
The paper draws on descriptive system of the Birmingham school, focusing on the teacher-led three-part turn-taking patterning of IRE/IRF cycles.
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