A Preliminary Study of Classroom Questions and Answers between Teachers and Students【毕业论文】.doc

1、（20_届）本科毕业设计英语APRELIMINARYSTUDYOFCLASSROOMQUESTIONSANDANSWERSBETWEENTEACHERSANDSTUDENTS摘要中学英语课程改革得到了全社会的关注，因此,如何采取有效的英语教学方法,如何使学生轻松学好英语并为未来打下坚实的基础已成为广大英语教育工作者共同的话题。所以，在语言教学中的课堂互动研究已经成为一个热门的领域，吸引了众多专家的注意。本文试从格莱斯的合作原则（1）数量原则2）质量原则3）相关原则4）方式原则）出发，来分析其理论在教师教学过程中问答环节的应用。关键词英语教学，合作原则，问答，应用ABSTRACTTHEENGLI

2、SHCURRICULUMREFORMINMIDDLESCHOOLGETSTHEFOCUSATTENTIONFROMTHESOCIETYTHEREFORE,HOWTOTAKEEFFECTIVEENGLISHTEACHINGMETHODS,HOWTOMAKESTUDENTSEASILYLEARNENGLISHWELLANDLAYASOLIDFOUNDATIONFORTHEFUTUREHASBECOMETHEGENERALENGLISHEDUCATIONWORKERSCOMMONTOPICFORTHISREASON,THERESEARCHONLANGUAGECLASSROOMINTERACTIONH

3、ASBECOMEAPOPULARFIELDWHICHCATCHESMANYEXPERTSEYESTHISPAPERTRIESTOANALYZETHEAPPLICATIONOFGRICESCOOPERATIVEPRINCIPLESINTEACHERSQUESTIONINGANDANSWERINGOFENGLISHTEACHINGCLASS1THEMAXIMOFQUANTITY2THEMAXIMOFQUALITY3THEMAXIMOFRELEVANCE4THEMAXIMOFMANNERKEYWORDSENGLISHTEACHING；COOPERATIVEPRINCIPLE；ASKINGANDANS

4、WERING；APPLICATION1INTRODUCTIONINTHISINTRODUCTIONCHAPTER,ILLFIRSTPRESENTABRIEFLITERATUREREVIEWREGARDINGTHEBACKGROUNDOFTHERESEARCHWORKANDTHENDECLARETHETHESISSTATEMENTWITHTHERESEARCHQUESTIONSTOBEADDRESSEDINTHEPRESENTSTUDY11BACKGROUNDINFORMATIONINTODAYSWORLD,WITHTHERAPIDDEVELOPMENTOFECONOMY,THENATIONAL

5、CITIZENSFOREIGNLANGUAGELEVELHASBECOMEONEPARTOFTHENATIONALCOMPREHENSIVESTRENGTHWITHTHEFURTHERDEVELOPMENTOFCHINASREFORMANDOPENINGINCHINA,THEIMPORTANCEOFFOREIGNLANGUAGEEDUCATIONTOTHESOCIALECONOMICDEVELOPMENTISINCREASINGTHEREFORE,THEJUNIORANDSENIORHIGHSCHOOLHASPAIDMOREATTENTIONTOTHEENGLISHEDUCATIONBYTHI

6、SREASON,THEENGLISHCURRICULUMREFORMINMIDDLESCHOOLGETSTHEFOCUSATTENTIONFROMTHESOCIETYTHEREFORE,HOWTOTAKEEFFECTIVEENGLISHTEACHINGMETHODS,HOWTOMAKESTUDENTSEASILYLEARNENGLISHWELLANDLAYASOLIDFOUNDATIONFORTHEFUTUREHASBECOMETHEGENERALENGLISHEDUCATIONWORKERSCOMMONTOPICASWEALLKNOWLANGUAGELEARNINGOCCURSINCERTA

7、INCIRCUMSTANCESRESEARCHESALSOSHOWTHATTHEWORDSINTERACTIONINFOREIGNLANGUAGECLASSROOMTEACHINGBETWEENTEACHERSANDSTUDENTSCANCREATEAGOODENVIRONMENTFORTHELEARNERSLANGUAGEACQUISITIONTHEREFORE,THELANGUAGETALKINGBETWEENTEACHERSANDLEARNERSPLAYSANIMPORTANTROLEINASECONDLANGUAGELEARNERSACQUISITIONFORTHISREASON,TH

8、ERESEARCHONLANGUAGECLASSROOMINTERACTIONHASBECOMEAPOPULARFIELDWHICHCATCHESMANYEXPERTSEYESSINCE1980STHEEXISTINGRESEARCHESCONCERNINGONTHECLASSROOMINTERACTIONMODEL,CLASSROOMMEANINGCONSULTATION,QUESTIONINGMETHODS,ANDFEEDBACKOFERRORCORRECTIONALSOFOUNDTHATTHETALKINGBETWEENTHETEACHERSANDTHESTUDENTSINTHECLAS

9、SROOMHASADIRECTORINDIRECTRELATIONSHIPONTHESTUDENTSLANGUAGEACQUISITIONTHEREFORE,THESTUDYONTHECLASSROOMQUESTIONSANDANSWERSGETSTRONGLYADVOCATED,WHICHBECOMESTHEIMPORTANTMEANSINPROMOTINGENGLISHTEACHERSPROFESSIONALDEVELOPMENTANDENHANCINGLANGUAGECLASSEFFICIENCYINOURCOUNTRY,THECOMMUNICATIVELANGUAGETEACHINGB

10、RINGSNEWLIFETOTHEFOREIGNLANGUAGETEACHINGANDITMAKESTHECLASSROOMSPEECHINTERACTIONMODALHAVEACHANGEINSOMEDEGREESWHILECLASSROOMQUESTIONINGANDANSWERISAMAINFORMINCOMMUNICATIVELANGUAGETEACHINGITISALSOTHETEACHINGMEANSOFTENUSEDBYTHETEACHERSINCOMMUNICATIVELANGUAGETEACHINGITISTHEMAINWAYTOREACHTHETEACHINGGOALSIT

11、ISTHEKEYTOTHEDEVELOPMENTOFSTUDENTSITISTHECOREOFEFFECTIVETEACHINGTHEREFORE,THEQUALITYOFTHECLASSROOMQUESTIONINGAPPEARSQUITEIMPORTANTBUTNOWTHEREARESTILLQUITEAFEWPROBLEMSINCLASSROOMQUESTIONINGANDANSWERSTHISPAPERWILLTAKEPRELIMINARYSTUDYBASEDONTHEGRICESCOOPERATIVEPRINCIPLESINORDERTOMAKECOMMUNICATIONSUCCES

12、SFUL,GRICESTEPHENCLEVINSON2001PUTFORWARDTHECOOPERATIVEPRINCIPLESASFOLLOWINGS1THEMAXIMOFQUANTITY2THEMAXIMOFQUALITY3THEMAXIMOFRELEVANCE4THEMAXIMOFMANNERINCOMMUNICATIVEPROCESS,ABIDINGBYTHESEPRINCIPLESMEANSABIDINGBYCOOPERATIVEPRINCIPLESINNOSPECIALCIRCUMSTANCES,ABIDINGBYTHESESTANDARDSISHELPFULFORSUCCESSF

13、ULCOMMUNICATIONBECAUSETHESEPRINCIPLESCONTAINTHETRUSTANDRESPECTTOTHESPEAKERWHICHREFLECTAKINDOFEMOTIONTOGETCLOSETOTHESPEAKERHOWEVER,THESEPRINCIPLESJUSTREFLECTTHECOMMONSITUATIONINACTUALCOMMUNICATION,PEOPLEOFTENVIOLATETHESEPRINCIPLESVIOLATIONSALSOCONVEYDIFFERENTCONTENTINTHESAMEWAY,TEACHINGANDLEARNINGASA

14、KINDOFCOMMUNICATION,THEREWILLBEALSOSOMEVIOLATIONOFTHESEPRINCIPLESWHICHALSOSTANDFORSOMESPECIALMEANINGSOTHISPAPERTRIESTOANALYZETHEAPPLICATIONOFGRICESCOOPERATIVEPRINCIPLESINENGLISHTEACHING12PURPOSEOFTHEWRITINGTHETALKBETWEENTHESTUDENTSANDTEACHERSISOFGREATIMPORTANCEINFOREIGNLANGUAGETEACHINGRESEARCHITISNO

15、TONLYUSEDASATOOLOFTEACHING，BUTALSOFUNCTIONSASTHEIMPORTANTSOURCEOFTHESTUDENTSLANGUAGEINPUTITINFLUENCESTHESTUDENTSENGLISHACQUISITIONINTHEASPECTSOFQUALITYANDQUANTITYWEALLKNOWTHATQUESTIONINGTAKESALARGEPROPORTIONINTEACHERSTALKANDISONEOFTHEMOSTFREQUENTLYEMPLOYEDTEACHINGSTRATEGIESALSOTEACHERQUESTIONINGISAF

16、REQUENTLYEMPLOYEDFORMOFINTERACTIONWHICHPLAYSANIMPORTANTROLEINPROVIDINGINPUTFORSTUDENTS，ITPROVIDESTHESTUDENTSTHEOPPORTUNITYTOPRACTICETHESECONDLANGUAGEITPROMOTESTHECOMMUNICATIONBETWEENTHETEACHERSANDTHESTUDENTSEVENTHESTUDENTSANDTHESTUDENTSINTHECLASSTHEREFORE,ASKINGPLAYSANIMPORTANTROLEINSTUDENTSSECONDLA

17、NGUAGELEARNINGSOASATEACHER,WESHOULDPAYMOREATTENTIONTOTHECLASSROOMQUESTIONSANDANSWERSTHISPAPERATTEMPTSTOPRESENTAPRELIMINARYSTUDYOFTHEQUESTIONINGANDANSWERINGCHARACTERISTICSOFENGLISHTEACHINGCLASSBASEDONTHEANDCOMPLEMENTTHEFINDINGSOFPREVIOUSSTUDIESINTHEFIELDOFTEACHERQUESTIONING，HOPINGTHATTHESEFEATURESREF

18、LECTEDFROMTHEIRCLASSROOMQUESTIONINGWILLPROFITMIDDLESCHOOLENGLISHTEACHINGBYIMPROVINGTHEQUESTIONINGSKILLSANDCLASSROOMENGLISHTEACHINGOFHIGHSCHOOLWITHTHEPURPOSE，THERESEARCHQUESTIONSTOBEADDRESSEDINTHESTUDYARETHEFOLLOWING1QUESTIONANDANSWEREXAMPLESBASEDONMAXIMOFQUALITY2QUESTIONANDANSWEREXAMPLESBASEDONMAXIM

19、OFMANNER3SOMEEXAMPLESONTHEVIOLATINGOFTHECONVERSATIONALPRINCIPLES4THERESEARCHRESULTSANDDISCUSSIONS5THESIGNIFICANCEOFTHEPRINCIPLESAPPLICATIONANDTHELIMITATIONSOFTHEPRESENTSTUDY6THESUGGESTIONSFORFOLLOWUPRESEARCH2CONVERSATIONALPRINCIPLESCPANDAPPLICATIONGRICESCONVERSATIONALPRINCIPLESISANIMPORTANTTHEORYINL

20、INGUISTICSITALSOPLAYSAGUIDINGROLEINENGLISHCLASSTEACHINGTHEFOWLINGCHAPTERWILLHAVEAINTRODUCTIONOFGRICESCPTHEORYANDITSAPPLICATIONINENGLISHTEACHINGCLASS21GRICEANDHISCPTHEORYIN1957,HERBERTPAULGRICE,ANAMERICANPHILOSOPHERPROPOSEDTHEIDEAOFCONVERSATIONALMEANING，WHICHCANBEDIVIDEDINTONATURALMEANINGANDNONNATURA

21、LMEANINGMEANINGNNNATURALMEANINGREFERSTOTHEMEANINGOFTHEUTTERANCETHATCANBEGENERALLYGAINEDBYTHECONVERSATIONALPARTICIPANTSWHILETHEMEANINGNNREFERSTOTHEINTENDEDMEANINGCONVEYEDBYTHESPEAKERANDMUSTBEINFERREDBYTHERECEIVERINPARTICULARCONTEXTSONTHEBASISOFIT，GRICEPROPOSEDTHEKEYIDEASOFCONVERSATIONALIMPLICATUREINT

22、HEWILLIAMJAMESLECTURESDELIVEREDATHARVARDIN1967INANARTICLEENTITLED“LOGICANDCONVERSATION”，PAULGRICEPOINTEDOUTTHATANUTTERANCECANIMPLYAPROPOSITIONIEASTATEMENT，WHICHISNOTPARTOFTHEUTTERANCEANDDOESNOTFOLLOWASANECESSARYCONSEQUENCEOFTHEUTTERANCEGRICECALLEDSUCHIMPLIEDSTATEMENTSIMPLICATURES211GRICESTHEORYOFCON

23、VERSATIONALIMPLICATUREGRICESTHEORYOFMEANINGNNISCONSTRUCTEDASATHEORYOFCOMMUNICATIONITHASSUCHANINTERESTINGCONSEQUENCETHATITGIVESANACCOUNTOFHOWCOMMUNICATIONMIGHTBEACHIEVEDINTHEABSENCEOFANYCONVENTIONALMEANSFOREXPRESSINGTHEINTENDEDMESSAGEACOROLLARYISTHATITPROVIDESANACCOUNTOFHOWMORECANBECOMMUNICATED，INHIS

24、RATHERSTRICTSENSEOFNONNATURALLYMEANTTHANWHATISACTUALLYSAIDOBVIOUSLY,PEOPLECAN,GIVENANUTTERANCE,OFTENDERIVEANUMBEROFINFERENCESFROMIT；BUTNOTALLTHOSEINFERENCESMAYHAVEBEENCOMMUNICATIVEINGRICESSENSE，IEINTENDEDTOBERECOGNIZEDASHAVINGBEENINTENDEDLEVINSON，2001101THISKINDOFINTENDEDINFERENCESISCALLEDIMPLICATUR

25、ETHENOTIONOFCONVERSATIONALIMPLICATUREISONEOFTHEMOSTIMPORTANTIDEASINPRAGMATICSTHEWORDIMPICATUREISDERIVEDFROMTHEVERBTOIMPLY，ASISITSCOGNATEIMPLICATIONORIGINALLY,TOIMPLYMEANSTOFOLDSOMETHINGINTOSOMETHINGELSEFROMTHELATINVERBPLICARETOFOLD；HENCE，THATWHICHISIMPLIEDISFOLDEDIN，ANDHASTOBEUNFOLDEDINORDERTOBEUNDE

26、RSTOODCONVERSATIONALIMPLICATUREIS，THEREFORE，SOMETHINGTHATISIMPLIEDINCONVERSATION，THATIS，SOMETHINGTHATISLEFTIMPLICITINACTUALLANGUAGEUSETHEREASONTHATPRAGMATICSISINTERESTEDINTHISPHENOMENONISTHATWESEEMTOBEDEALINGHEREWITHAREGULARITYTHATCANNOTBECAPTUREDINASIMPLESYNTACTICORSEMANTICRULE，BUTHASTOBEACCOUNTEDF

27、ORINOTHERWAYSINEVERYDAYTALK，PEOPLEOFTENCONVEYPROPOSITIONSTHATARENOTEXPLICITINTHEIRUTTERANCESBUTAREMERELYIMPLIEDBYTHEMSOMETIMESPEOPLEAREABLETODRAWSUCHINFERENCESONLYBYREFERRINGWHATHASBEENEXPLICITLYSAIDTOSOMECONVERSATIONALPRINCIPLE，INCERTAINOFTHESECASES，PEOPLEAREDEALINGWITHCONVERSATIONALIMPLICATUREBILM

28、ES，198627SUCHKINDOFEXAMPLESAREQUITEEASILYFOUNDINEVERYDAYCONVERSATIONSWWHEREISTHEFISHMTHECATHASJUSTBEENHERETHEWOMANWANTSTOASKTHEMANIFHEHASSEENTHEFISHANDTHEMANSANSWERSEEMSTOHAVENORELATIONTOTHEQUESTION，BUTTHEWOMANCANGUESSTHATTHECATHASCAUGHTANDPERHAPSEATENTHEFISHASLEECHREMARKS，“INTERPRETINGANUTTERANCEIS

29、ULTIMATELYAMATTEROFGUESSWORK，ORTOUSEAMOREDIGNIFIEDTERMHYPOTHESISFORMATION”LEECH，19833031SOWECANKNOWTHEWAYTHECONVERSATIONALIMPLIEATURECOMESABOUTISTOINTERPRETWHATTHEYSAYBYGUESSING212GRICESCOOPERATIVEPRINCIPLETHEPRINCIPLESTHATGOVERNTHEINTERPRETATIONOFUTTERANCESAREDIVERSEANDCOMPLEXSOMUCHTHATWEMAYWONDERH

30、OWLANGUAGESUCCEEDSATCOMMUNICATIONASWELLASITDOESDESPITEOCCASIONALMISINTERPRETATIONS，PEOPLEINMOSTSITUATIONSMANAGETOUNDERSTANDUTTERANCESASTHEYWEREINTENDEDTHEREASONISTHAT，WITHOUTCAUSETOEXPECTOTHERWISE，COMMUNICATORSNORMALLYTRUSTTHATTHEIRINTERLOCUTORSWILLNOTDELIBERATELYMISLEADTHEM，LIETOTHEMORINSULTTHEMTHE

31、REISANUNSPOKENPACTTHATPEOPLEWILLCOOPERATEINCOMMUNICATINGWITHEACHOTHERTHEEXPLANATIONFORTHEPACTISSIMPLEUNLESSSPEAKERSCOOPERATEINTHEENDEAVORTOCOMMUNICATERELIABLYANDEFFICIENTLY,THECOMMUNICATIVEPROCESSWILLBREAKDOWNTOTHEDETRIMENTOFEVERYONEHPAULGRICE，APHILOSOPHER,PROPOSESTHATCONVERSATIONSAGEGOVERNEDBYWHATH

32、ECALLSTHECOOPERATIVEPRINCIPLE，NAMELYTHEPARTICIPANTSINACONVERSATIONCOOPERATEWITHEACHOTHERITISASFOLLOWS“MAKEYOURCONVERSATIONALCONTRIBUTIONSUCHASISREQUIRED，ATTHESTAGEATWHICHITOCCURS，BYTHEACCEPTEDPURPOSEORDIRECTIONOFTHETALKEXCHANGESINWHICHYOUAREENGAGED”GRICE，197547INOTHERWORDS，THEPARTICIPANTSSHOULDBECOO

33、PERATIVE，ANDTHENTHEIRUTTERANCESCANBERELEVANTTOEACHOTHERONLYINTHISWAY，CANTHEPARTICIPANTSINFERWHATHEOTHERONEREALLYMEANSINTHEIRCONVERSATIONSOITISTHISCOOPERATION，IECOOPERATIVEPRINCIPLECPTHATMAKESCONVERSATIONSMEANINGFULTHISPACTOFCOOPERATIONTOUCHESONFOURAREASOFCOMMUNICATIONEACHCANBEDESCRIBEDINAMAXIM，ORGEN

34、ERALPRINCIPLETHISCOOPERATIVEPRINCIPLE，THUS，CONSISTSOFFOURCONVERSATIONALMAXIMSTHEMAXIMOFQUANTITYAPARTICIPANTSCONTRIBUTIONSHOULDBEASINFORMATIVEASISREQUIRED；THEMAXIMOFQUALITYAPARTICIPANTSHOULDNOTSAYTHATWHICHISFALSEORTHATWHICHTHEPARTICIPANTLACKSEVIDENCEFOR；THEMAXIMOFRELEVANCEAPARTICIPANTSCONTRIBUTIONSHO

35、ULDBERELEVANT；THEMAXIMOFMANNERAPARTICIPANTSCONTRIBUTIONSHOULDBEDIRECT，NOTOBSCURE，AMBIGUOUSORWORDYTHECOOPERATIVEPRINCIPLEMEANSMAKINGYOURCONTRIBUTIONSUCHASISREQUIRED,ATTHESTAGEATWHICHITOCCURS,BYTHEACCEPTEDPURPOSEORDIRECTIONOFTHETALKEXCHANGEINWHICHYOUAREENGAGEDTHESEMAXIMSSTATEEXPLICITLYWHATPARTICIPANTS

36、HAVETODOINACOOPERATIVEWAYTHEYSHOULDSPEAKSINCERELY,SUFFICIENTLY,RELEVANTLYANDCLEARLY,WHILEPRESENTINGANAPPROPRIATEAMOUNTOFINFORMATIONTHEFOLLOWINGPASSAGEEMPHASIZESONTHEMAXIMOFQUALITYANDMANNERBASEDONTHEEXAMPLES22MAXIMOFQUALITYANDTHEMAXIMOFMANNER221EXAMPLESABOUTMAXIMOFQUALITYTHEMAXIMOFQUALITYMEANSTRYINGT

37、OMAKEYOURCONTRIBUTIONONETHATISTRUE,SPECIALLYIDONOTSAYWHATYOUBELIEVETOBEFALSEIIDONOTSAYTHATFORWHICHYOULACKADEQUATEEVIDENCEFORTHETEACHERS,THEMAXIMOFQUALITYMEANSTHATTHETEACHERSSHOULDTEACHTHETRUEKNOWLEDGEBUTNOTFALSEKNOWLEDGETHISISTHEBASICREQUIREMENTTOTHEMAXIMOFQUALITYMOREOVER,TOOBEYTHISMAXIM,WHENASKINGT

38、HESTUDENTSQUESTIONS,THEFORMANDTHECONTENTSHOULDBEAPPROPRIATESOITCANFULLYGIVESCOPETOTHETEACHERSINSPIRATIONFUNCTIONANDPROMOTESTUDENTSACTIVEPARTICIPATIONINTHECLASSROOMTOOBEYTHISMAXIMCORRECTLY,THETEACHERSHOULDGRASPSTHETWOPOINTSFIRSTLY,THEQUESTIONSFORMSHOULDDIVERSE,REFLECTINGTHESTUDENTSCOGNITIVELEVELSTHEQ

39、UESTIONSFORMSHOULDTAKEMANYFORMS,SUCHASGENERALQUESTIONS,SPECIALQUESTIONSANDSOONASINGLECLASSROOMQUESTIONINGWILLMAKESTUDENTSFEELINGBOREDFOREXAMPLE,IFTHETEACHERALWAYSUSESTHEGENERALQUESTIONINASKING,THESTUDENTSALWAYSANSWERYESORNOITCANTPROVIDETHESTUDENTAGOODOPPORTUNITYTOPRACTICETHEORALENGLISHANDTHEOUTPUTOF

40、THELANGUAGEWILLBELITTLEANDITCANTREFLECTTHESTUDENTSREALCOGNITIVELEVELSEITHERTHEREFORE,THETEACHERCANBEAPPROPRIATELYINCREASEDTHENUMBEROFSPECIALQUESTIONS,ENABLESTHESTUDENTTOSHOWTHEIRMINDS,UNDERSTANDINGORREASON,ENHANCINGLANGUAGEOUTPUTANDIMPROVELANGUAGECOMMUNICATIVELEVELDURINGASKING,REFERENCEQUESTIONSSHOU

41、LDBETHECOREWHILEDISPLAYQUESTIONSSHOULDBETHECOMPLEMENTACCORDINGTOTHEDEGREESOFANSWERINGFREEDOM,THEQUESTIONSCANBEDIVIDEDINTOTWOKINDS,REFERENCEQUESTIONSANDDISPLAYQUESTIONSDISPLAYQUESTIONSBELONGTOINFORMATIONQUESTIONTHISKINDOFQUESTIONISMAINLYABOUTTHEINFORMATIONDISPLAYBECAUSERESPONDENTSREPLYGENERALLYTHESAM

42、EORIDENTICALREFERENCEQUESTIONSREQUIRESTUDENTSTOMAKECREATIVEANSWERSACCORDINGTOTHEIRIMAGINATIONTHEREISNOFIXEDANSWERTOTHISKINDQUESTIONCOMPAREDTOTHEDISPLAYQUESTION,THISKINDQUESTIONREQUIRESRESPONDENTSWITHSTRONGABSTRACTTHINKINGABILITY,ANDALSOTHEABILITYTOANALYZEANDSOLVEPROBLEMSMANYDOMESTICANDFOREIGNSURVEYS

43、HOWSTHATTHEREAREMOREDISPLAYQUESTIONSTHANREFERENCEQUESTIONSUSEDBYTHETEACHERSTHETEACHERSALWAYSALREADYKNOWTHEANSWERSWHILERESEARCHESSHOWTHATWHENTHETEACHERUSEREFERENCEQUESTIONS,THESTUDENTSWILLUSETHEWORDSMORECOMPLEXANDWILLBEMUCHCLOSERTOTHENATURALENVIRONMENTTHEGOALOFREFERENCEISNOTTOREPEATTHECERTAININFORMAT

44、ION,BUTTOPROMOTESTUDENTSPARTICIPATIONINCONVERSATIONSTHENFORMACOMMUNICATIONBETWEENTHESTUDENTSANDTHETEACHERSSOASTOACHIEVETHEPURPOSEOFUSINGTHELANGUAGETHEYHAVELEARNEDSONOWADAYS,THETEACHERSHOULDMAINLYTAKEREFERENCEQUESTIONSTOINCREASETHESTUDENTSLANGUAGEOUTPUTINTHECLASSROOMANDPROMOTETHEIRLANGUAGEACQUISITION

45、222EXAMPLESABOUTMAXIMOFMANNERTHEMAXIMOFMANNERMEANSBEINGPERSPICUOUS,ANDSPECIFICALLYIAVOIDOBSCURITYIIAVOIDAMBIGUITYIIIBEBRIEFIVBEORDERLYFORTHETEACHERS,WHENASKINGQUESTIONS,THEMOSTIMPORTANTTHINGISTOBEBRIEFANDORDERLYTHEYSHOULDOBEYTHEMAXIMOFMANNERFOREXAMPLE,WHENTHETEACHERASKSTHEQUESTION“WHATDOYOUTHINKOFSM

46、OKING”,HEARINGTHISQUESTION,THESTUDENTSWILLBECONFUSEDWHETHERSHOULDTHEYANSWERTHISQUESTIONACCORDINGTOTHETEXTBOOKCONTENTORJUSTACCORDINGTOTHEIROWNOPINIONSSOWHENASKINGTHEQUESTIONS,THETEACHERSSHOULDBECLEARANDDONTBEOBSCUREFORTHISQUESTION,THETEACHERSHOULDASK“WHATARETHEEFFECTSOFSMOKINGACCORDINGTOTHEPASSAGEORW

47、HATARETHEEFFECTSOFSMOKINGACCORDINGTOYOUROWNEXPERIENCE”TOMAKETHEQUESTIONCLEARER23VIOLATINGOFTHECONVERSATIONALPRINCIPLES231EXAMPLEONEABOUTVIOLATINGPRINCIPLESTYPICALEXAMPLESINTHEUNITTWOOF“新视野大学英语读写教程”TEXTBOOK,THETOPICISAWEEPINGFORMYSMOKINGDAUGHTERTHISPASSAGEMAINLYSHOWSTHESTUDENTSTHEDISADVANTAGESOFTHESM

48、OKING,LETTINGTHESTUDENTSLEARNTOAVOIDTHEHARMOFSMOKINGSOTHETEACHERWILLASKTHESTUDENTSAQUESTION“WHATARETHEEFFECTSOFSMOKINGACCORDINGTOTHEPASSAGE”HEARINGTHISQUESTION,SOMESTUDENTSWILLANSWERTHEADVANTAGESONTHEBASISOFMISUNDERSTANDINGTHEMEANINGTHISSITUATIONWILLLEADTOTHEVIOLATINGOFTHECONVERSATIONALPRINCIPLES,TH

49、EMAXIMOFQUALITYSOFORTHETEACHERS,WESHOULDMAKETHESTUDENTSHAVEAGOODUNDERSTANDINGOFTHECONTENTOFTHEQUESTIONTOAVOIDVIOLATINGOFTHECONVERSATIONALPRINCIPLES232EXAMPLETWOABOUTVIOLATINGPRINCIPLESTYPICALEXAMPLESFORTHEMAXIMOFRELATION,WHENASKINGANDANSWERING,THETEACHERSHOULDTALKTHERELATIVECONTENTTOTHETOPICFOREXAMPLE,ALSOINTHEUNITTWOOFTEXTBOOK“新视野大学英语读写教程”,THETOPICISAWEEPINGFORMYSMOKINGDAUGHTERINTHISCLASS,INORDERTOMAKETHESTUDENTHAVEAGOODGRASPOFTHEEMOTIONOFTHEMAINCHARACTERS,THETEACHERWILLASKTHESTUDENTSAQUESTION“HOWDO