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教师不仅需要从自身角度确保可理解性输入的教师话语与课堂教学环境具有最佳关联,还需根据课堂语境调节教师言语行为,使自身言语行为更为得体有效,以便使学生快速理解教师意图,成功做出反应,获得最大的认知效果。在关联理论框架下,师生课堂交际实质上是以认知为基础,交际为目的,逻辑推理为手段,寻求最佳关联的明示一推理交际过程。教师需根据学生的认知语境和实际水平,增强教师话语的明示性,并通过设计情境化教学活动,获取课堂信息的最佳关联,合理构建教师言语行为,提升大学英语课堂教学质量。
Teachers not only need to ensure that the input of teachers’ intellegence from their own perspective has the best correlation with the classroom teaching environment, but also adjust the verbal behaviors of teachers according to the classroom context to make their speech acts more effective and effective so that students can quickly understand the teacher’s intention , Successfully respond to obtain the greatest cognitive effect. Under the framework of Relevance Theory, classroom communication between teachers and students is essentially based on cognition, communication, logical reasoning as means, and the expressive-reasoning communication process of seeking the best connection. According to the students’ cognitive context and actual level, teachers should enhance the expressiveness of teachers’ discourse. By designing contextualized teaching activities, teachers should obtain the best correlation of classroom information, reasonably construct teachers’ speech behaviors and enhance the quality of college English teaching.