2。3 Related research

With the deep research and achievement of related subjects, numerous scholars follow awfully interest in the development of TT。 In the western language teaching circle, Nunan (1991) proposes the important role which TT plays。 He explains that being a significant component of teaching media, TT is applied by teachers to ensure the organization of lessons and quality of knowledge transmission in ELT classroom。 Teachers employ TT to organize and manage the foreign language or second language classroom and implement their teaching plans。 In domestic area, many scholars have paid more attention to the study of the TT quality。 Dai and Ren (2006) hold the view that most teachers are inclined to generate a large number of talking, which means teachers tend to produce more information for their students in the class。 What’s more, Cai Longquan (2003) wrote a periodical about the adult English learners。 He noted that a huge number of our Chinese language learners spend a lot of time in listening instead of speaking。 These learners who are poor in speaking are also poor in communicating in an appropriate way。 Analyzing the relation between learners and their teachers, he revealed that TT is a factor hindering the improvement of the ability of students’ expressions。 At the same time, he also advanced some suggestions for the improvement of TT。 来,自,优.尔:论;文*网www.youerw.com +QQ752018766-

When it comes to CP in classroom, a strong connection between TT and CP has  attracted more and more attention from home and abroad。 Our Chinese scholar, Fu li (2008) writes a book A Pragmatic Study on the ELT Classroom Question-Answer Discourse, in which he proposes that “it is an assumption that participants follow the Cooperative Principle in order to have a successful conversation and to reach the communicative goal”(Fu 102) and “both the teacher and the student make efforts in following these maxims when asking and answering questions”(Fu 52), and the terms “these maxims” refer to the four maxims of CP。 On one part of his book, he analyzes both the observation and violation of four maxims of CP in classroom。 Meanwhile, foreign scholar Levinson (1983) specifies the link between TT and CP as well。 He notes that teachers and students should observe CP in teaching procedures for having a better understanding of each other and gaining more favorable communication beyond doubt。 Both Fu li and Levinson have focused their research on the four maxims of CP and TT。 However, the amount of researches on classroom TT from the perspective of quantity maxim is relatively small and no study explores the way to enhance the quality of TT from the aspect of quantity maxim。 Quantity maxim, one of the maxims of CP, governs the rules of how to speak more efficiently and effectively。 It plays an important role in the improvement of classroom TT and contributes a lot to the discussion of the relation between TT and quantity maxim。 In a sense, quantity maxim comes first serving as the key point for the present empirical study。 Therefore, this topic should be ranked as a prior choice。 And this paper will conduct the research by looking into different aspects of TT in the light of quantity maxim, bringing new ideas to the previous researches。