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
