摘要：Theoretically, CLT (communicative language teaching) aims to develop language learners’ communicative competence with “whole-task practice, motivation improving, natural learning and learning supporting”. But the real application of CLT still has weaknesses. This paper makes a study of classroom discourse from sociocultural theory perspective, and focus on teachers’ talk, which is an important way in mediating learners’ cognitive process. Discourse of reading and language structure teaching are discussed, and teachers’ evaluation remarks are also included. The study points out that in CLT, more attention should be paid to the cognitive aspect of the leaning process rather than simple forms of class activities and interactions.
其他摘要：Theoretically, CLT (communicative language teaching) aims to develop language learners’ communicative competence with “whole-task practice, motivation improving, natural learning and learning supporting”. But the real application of CLT still has weaknesses. This paper makes a study of classroom discourse from sociocultural theory perspective, and focus on teachers’ talk, which is an important way in mediating learners’ cognitive process. Discourse of reading and language structure teaching are discussed, and teachers’ evaluation remarks are also included. The study points out that in CLT, more attention should be paid to the cognitive aspect of the leaning process rather than simple forms of class activities and interactions.
