基于對(duì)話句法理論的課堂對(duì)話互動(dòng)研究

中圖分類號(hào)：G424

文獻(xiàn)標(biāo)識(shí)碼：A DOI：10.16400/j.cnki.kjdk.2025.12.019

AbstractBasedondialogic syntax theorythisstudyanalyzes thesyntactic，semantic，pragmaticandcognitivedialogic resonance featuresof teacher-student dialogic interaction fromthe perspective of the linguistic structure of speaker's uterances.The problems and solutions are also discussed.The findings of this research provide implications for the enhancementof thedepthandbreadthof teacher-studentdialogic interaction，improvingclasroominteractioneffect，nd giving fullplay to students' subjectivity to improve their language application ability and leaming enthusiasm.

Keywordsdialogic syntax; resonance; classroom dialogic interaction

在“學(xué)生為主體，教師為主導(dǎo)"教學(xué)理念的指導(dǎo)下，大學(xué)英語(yǔ)課堂的互動(dòng)形式也越來越豐富多樣，主要包括師生與教材文本的互動(dòng)、師生對(duì)話互動(dòng)、生生對(duì)話互動(dòng)、人機(jī)互動(dòng)等[。（剩余5157字）