2。5 Previous researches on classroom discourse analysis文献综述

So far to now, many scholars have already done investigations on classroom discourse analysis of College English class。 In the 1960s, Flanders concluded classroom discourse as ten types of classroom behavior on the basis of behaviorism, like giving instructions, imparting knowledge, classroom questioning and so on。 But the way that regards classroom discourse as some kinds of behavior ignored the communicative interaction between teacher and learners。 Thus, Bellack (1966) put classroom discourse under the framework “construction-initiation-response-feedback”, which was developed by Sinclair and Coulthard in 1975。 Barnes (1969) discussed four categories of teacher’s initiation and different question strategies in teacher’s talk, as well McHoul (1978) and Lorscher (1986) distinguished the difference between classroom discourse and daily communication from the perspective of turn-taking。 With previous findings laying the foundation for further study, scholars started to analyze classroom discourse from psychological perspective, educational perspective, social perspective and the perspective of SLA。 Mantero (2000) argued the links among cognition, discourse and culture。 However, McTear (1975) emphasized classroom interaction and proposed four types of communication including “mechanical, meaningful, pseudo and real communication”。