(3) The Logicality of Classroom Discourse

Whether it is the organization of teaching, or presentation and explanation of language knowledge, or topic discussion with the students, teachers should have a logical discourse。 Although a lot of words many teachers said in the classroom are not to achieve real communication purposes, it does not mean that teachers do not need to pay attention to the logic of classroom discourse。 The logic of this discourse includes the logical order of discourse, the level of discourse, and the coherence of discourse。 The link and the process of classroom teaching should be connected, smooth and all blend into one harmonious whole。 In this regard, teachers’ talk plays a very important role which act as a go-between。 

(4) The Normativity of Classroom Discourse

The teaching of any subject is to pay attention to the normativity of classroom discourse。 Normative classroom discourse is exact, clear, concise, organized, and so on。 Students’ mastery of knowledge is related to the clarity of teachers’ language in the classroom。 In addition to being a tool of teaching, classroom discourse of English teachers is also important text input to students。 Classroom discourse should be standardized and correct。 If classroom discourses are not standardized, it is bound to affect the effect of teaching, at the same time, it may also mislead students。 In addition to being as correct as possible, normative teachers’ classroom discourse should try to be as accurate as possible。 In organizing classroom activities, presenting and explaining language knowledge, language demonstration, questioning and feedback, and so on, teachers should use accurate language。 Accurate language can not only provide students with high quality language input, but also help teachers to improve the teaching effect。

2。3 The Classifications of Classroom Discourse

In order to study the teachers’ classroom discourse behavior better, we need to classify it。 According to its pragmatic function, it can be pided into the following aspects:

(1) Classroom Discourse as Greeting

In English classes, almost every English teacher will greet the students firstly。 For example, “Good morning, class。” “How are you today?” and so on。 These statements are most commonly used and belong to typical teacher speech, which are used in English class widely。 The structure of these greetings is not too complex and there is no profound meaning。 But if they are used appropriately in certain language environment, they will achieve unexpected effect。 As we all know, greeting is a link to establish a harmonious relationship between teachers and students。 It can shorten the distance between teachers and students, and lay a good foundation for classroom interaction, and play a positive role in the cultivation of good manners。

(2) Classroom Discourse as Instructions

Directing is an important means for teachers to organize and keep the discipline of classroom。 Instructions, as one of the teachers’ classroom discourse, occupy a large proportion in the daily teaching activities。 It can be pided into several categories roughly: a。 Instructions for commanding students; b。 Instructions for controlling discipline; c。 Instructions for implementing teaching。 These instructions can guide the students’ exercise of language skills and the development of communication activities。 The appropriate use of instruction can also help students to regulate behavior and help teachers to achieve the purpose of teaching students。

(3) Classroom Discourse as Questioning

Questioning is one of the most valuable activities in classroom teaching。 “By asking questions, teachers can not only make students participate in the communication, but also make the students adjust their language, so as to make them more understandable” (J 130)。 Obviously, questioning is very important for the two language classroom。 Gall’s study found that, “In some classes, the questions and answers exchanging between teachers and students may take half of the classroom time” (42)。 At the same time, Richards & Lockhart put forward six reasons for classroom questions: a。 Asking questions can stimulate and maintain the interest of students; b。 Asking questions can encourage students to focus on the content of the classroom; c。 Asking questions will help teachers to make clear the discourse of students; d。 Asking questions will help teachers to explain some of the structures and lexical items; e。 Asking questions will make teachers check the students’ understanding of the situation; f。  Asking questions will help students to participate in the classroom。 (133)