[硕士论文精品]电视谈话节目与互动式口语教学的对比分析及其对后者的启示

中文摘要随着英语谈话节目在中国的盛行，许多研究者从语言学的角度对它进行了研究，但是几乎没有研究能把谈话节目与教学法联系起来。本文对互动式英语口语教学和英语谈话节目在教师主持人角色，学生嘉宾角色，导入开场，总结4殳尾和互动模式上作了对比分析，其目的是探明二者是否在上述方面具有共同特征以及它们的相似之处是否可以给前者以启示。本文的所有数据均来自中央九套谈话节目DILOGUE，通过对节目文本的分析，作者发现虽然谈话节目的开场和收尾比互动式口语教学的导入和总结形式更加多样化，但是教师在互动式英语口语教学中的角色与谈话节目中主持人的角色大致相似。根据SINCLAIR和COULTHARD提出的课堂互动模式，作者发现谈话节目的大部分互动形式与互动式口语课堂的互动形式相同，即呈现出IRF诱发应答附和的结构，并且前者拥有一些更有利于谈话进行的IRF变形结构。本文希望能够丰富互动式口语教学的研究，并对促进课堂互动有所帮助，同时也希望该研究能对有意于采用互动式口语教学法的教师有所启示。作者建议教师可以借鉴主持人的提问方法和策略加强语流的连贯性，引导学生对特定的主题进行有深度的讨论，同时谈话节目的数据可以作为口语输入资料。通过对比，教师的角色更加凸显出来对教师的要求也更高，因此需要教师教育。另外作者还提出采用更多的课堂导入方式、结束方式及促进课堂互动的互动模式。关键词互动式口语教学；教师角色；英语谈话节目；IRF互动模式ABSTRACTWITHTHEPOPULARITYOFENGLISHTALKSHOWSTVPROGRAMINCHINA，ITSLANGUAGEMATERIALHASINCREASINGLYDRAWNINTERESTFROMLINGUISTICRESEARCHERSHOWEVER,FEWOFTHESESTUDIESHAVEBEARINGSONENGLISHTEACHINGMETHODOLOGYTHISTHESISCOMPARESTHETEACHERSHOST二SROLE，THESTUDENTISGUESTSSROLE，LEADIN|OPENING，SUMMARY|CLOSINGANDTHEINTERACTIONPATTERNSBETWEENTHEINTERACTIVEORALENGLISHTEACHINGCLASSANDTHEENGLISHTVTALKSHOWSTHEAIMOFTHESTUDYISTOIDENTIFYWHETHERTHETWOSHARESOMECOMMONFEATURESINTHOSEASPECTSANDTOSEEWHETHERTHEIRSIMILARITYCANSHEDSOMELIGHTONTHEIMPROVEMENTOFTHEFORMERTHEDATAOFTHETHESISAREALLCOLLECTEDFROMCCTV9SPROGRAMDIALOGUETHROUGHANALYSISOFITSSCRIPTS，THEAUTHORFINDSTHATTEACHERSROLEINANINTERACTIVEENGLISHORALCLASSISMOREORLESSSIMILARTOTHEHOSTSROLEINATVTALKSHOW,ALTHOUGHTHECLOSINGANDOPENINGOFATVTALKSHOWISMOREVARIEDTHANTHELEADINANDSUMMARYOFTHEINTERACTIVEENGLISHORALCLASSBASEDONTHECLASSROOMINTERACTIONPATTERNPROPOSEDBYSINCLAIRANDCOULTHARD1975，THEAUTHORFINDSTHATMOSTOFTHETVTALKSHOWSANDINTERACTIVEENGLISHORALCLASSESSHARETHESAMEINTERACTIONPATTERNIRFINITIATIONRESPONSEFOLLOWUPFEEDBACKSTRUCTUREANDTHEFORMERPOSSESSESSOMEVARIATIONSOFTHESTRUCTUREWHICHAREMOREBENEFICIALFORTHEIMPROVEMENTOFTHEINTERACTIONTHEPRESENTSTUDYMAYADDCOMPREHENSIVENESSTOTHESTUDYOFTHEINTERACTIVEORALENGLISHTEACHINGANDHELPTOGAINDEEPERINSIGHTSINTOTHENATUREOFTHEINTERACTIONSOFTHECLASSROOMANDITISALSOHOPEDTHATTHEINVESTIGATIONMAYBENEFITTHENOVICETEACHERSINANINTERACTIVEORALENGLISHTEACHINGCLASSTHEAUTHORSUGGESTSTHATTEACHERSTAKEADVANTAGEOFTHEHOSTSQUESTIONINGMETHODSANDSTRATEGIESTOENFORCETHECOHERENCEOFTHEFLOWOFTHETALKANDLEADTHESTUDENTSTOADEEPERDISCUSSIONONACERTAINTOPICATTHESAMETIME，THETALKSHOWCORPUSMAYSERVEASTHEINPUTMATERIALTHEROLEOFATEACHERISMADEMOREOBVIOUSANDDEMANDINGUNDERTHECOMPARISON,WHICHCALLSFORTEACHEREDUCATIONMOREWAYSOFLEADINSANDSUMMARIESOFANIOETCLASS，ANDSOMEPRACTICALINTERACTIONPATTERNSARERECOMMENDEDKEYWORDSINTERACTIVEORALENGLISHTEACHINGTEACHERSROLE；ENGLISHTALKSHOWTVPROGRAM；IRFINITIATIONRESPONSEFEEDBACKFOLLOWUPEFLIOET承IRFIRFRIIRLHR2】FIRIFIR2F2ILL213RF唧R江RFRSLAZPDABBREVIATIONSENGLISHASAFOREIGNLANGUAGEINTERACTIVEORALENGLISHTEACHINGINITIATIONRESPONSEINITIATIONRESPONSEFEEDBACKFOLLOWUPINITIATIONRESPONSEFEEDBACKRESPONSEINITIATIONLRESPOILSELINITIATION2RESPONSE2FEEDBACKINITIATIONRESPONSESLFEEDBACKSRESPONSES2FEEDBACK2INITIATIONLINITIATION2一INITIATION3RESPOMEFEEDBACKINITIATIONRESPOILSEINITIATIONRESPOMEFEEDBACKRESPOILSEIILITIATIONRESPOILSEFEEDBACKRESPONSEINITIATIONRESPONSEFEEDBACKRESPORLSESECONDLANGUAGEACQUISITIONZONEOFPROXIMALDEVELOPMENT独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作和取得的研究成果，除了文中特别加以标注和致谢之处外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得墨盗盘堂或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。学位论文作者签名墨众签宇F1期况西年冬月30日学位论文版权使用授权书本学位论文作者完全了解鑫鲞盘鲎有关保留、使用学位论文的规定。特授权墨盗盘堂可以将学位论文的全部或部分内容编入有关数据库进行检索，并采用影印、缩印或扫描等复制手段保存、汇编以供查阅和借阅。同意学校向国家有关部门或机构送交论文的复印件和磁盘。保密的学位论文在解密后适用本授权说明学位论文作者签名童扒签字只期1导师签名逸关OTUJ硎C7M岁J弓坍1CHAPTERIINTRODUCTIONT扯SHOWS，WHICHORIGINATEINAMERICA,AREPROGRAMSBROADCASTONTVORRADIOMAILLLVIIL也EFORMOFTALK,ANDAREUSUALLYIMPROVISATIONALWITHOUTPRIORSCRIPTINMAIRLLANDOFCHINA,EXPERTSANDSCHOLARSGENERALLYCALLITTALKPROGRAMACCORDINGTOTILEWEBSTER，SNINTHNEWCOLLEGIATEDICTIONARY1983，ATALKSHOWISDEFINEDAS“ARADIOORTELEVISIONPROGRAMINWHICHUSUALLYWELL_KNOWNPERSONSENGAGEMDISCUSSIONSORAREINTERVIEWED”THEREFORE，THETALKSHOWISREQUIREDOFONEHOSTFIILTERVIEERANDONEORMOREGUESTSDISCUSSIONSANDINTERVIEWSAREALLINTERACTIONSBE柳EENMESHOWHOSTANDGUESTSSOMETIMESTHEYOCCURBETWEENTHEHOSTANDPRESENTAUDIENCES，GUESTSANDPRESENTAUDIENCES，ORGUESTSTHEMSELVESSINCEOLLRPRESENTSTUDYFOCUSESONTHEINTERACTIONBETWEENTHEHOSTANDGUEST，WELETGOOFOTHERRCLATIONSHIPSTHEREQUIREMENTOFAHOSTANDGUESTSANDTHEIRINTERACTIONSISALSO廿，UEOFAILENGLISHCLASS，ESPECIALLYINTERACTIVEORALENGLISHTEACHINGIOETAFTERWARDSCLASSWHICHISFEATUREDWITHTHEINTERACTIONBETWEENATEACHERANDTHESTUDENTSTHE饼ESENTSTUDYCOMPARESTHETEACHERSHOSTSROLE，LEADINOPENING，SUMMARYCLOSING觚DTHEINTERACTIONPATTERNBETWEENTHEINTERACTIVEORALENGLISHCLASSANDTHETALKSHOWPINGRAINTHROUGHTHECOMPARISON,WEWILLACHIEVETWOPURPOSESDEMONSTRATINGTHESIMILARITIESBETWEENTHETWOANDDISCOVERINGWAYSOFIMPROVINGINTERACTIVEORALENGLISHTEACHINGSINCEONEOFTHEMOSTSIGNIFICANTFEATURESOFTVTALKSHOWSISTHEINTERACTIONB咖EENTHEHOSTANDGUESTSANDFORTHEINTERACTIVEORALENGLISHTEACHINGISTHEI11TERACTIONBETWEENTEACHERANDSTUDENTS，WEPUTAHEAVYSTROKEONTHEINTERACTIONPATTEMSANDAMONGTHEMANYPATTERNS，WECHOOSEIRFOBSERVATIONHASSHOWNTHATTHEMOSTCOMMONTYPEOFCLASSROOMINTERACTIONISTHATKNOWNASIRF一TINITIATIONRESPONSEFEEDBACKTHETEACHERINITIATESANEXCHANGE，USUALLYINTHETO咖OFAQUESTION,ONEOFTHESTUDENTSANSWERS，THETEACHERGIVESFEEDBACKASSESSMENT，CORRECTION，CO衄ENT，INITIATESTHENEXTQUESTIONANDSOONSINCLAIRANDCOULTHARD,1975TVTALKSHOWSPROVIDEACONTEXTWHERETHEIRFSTRUCTURESCANADAPTITSELFTOIT11INTRODUCTIONOFINTERACTIVELANGUAGETEACHINGSINCEIMERACTIVELANGUAGETEACHINGANDINTERACTIONARETWOIMPORTANTCONCEPTSINIOETCLASSROOM，WEDBETTERHAVEAFULLUNDERSTANDINGOFTHEMFIRSTLY111DEFMITIONOFINTERACTIVELANGUAGETEACHINGINTERACTIVELANGUAGETEACHINGISARELATIVELYNEWPEDAGOGICALSYSTEMWHICHHASGAINEDCONSIDERABLEACCEPTANCEINWESTERNCOUNTRIESIN1990SITSULTIMATEOBJECTIVEISTOTRAINANDDEVELOPTHESTUDENTSABILITYTOCOMMUNICATEINAFOREIGNLANGUAGEASANINSTRUMENT，LAYINGEMPHASISNOTONLYONDEVELOPINGTHESTUDENTSLINGUISTICCOMPETENCE，BUTALSOTHEIRINTERACTIVECOMPETENCEINTERACTIVETEACHINGAPPROACH，ALSOTERMEDASINTERACTIVELANGUAGETEACHING，ISALINGUISTICCOLLABORATIVEACTIVITYINVOLVINGTHEESTABLISHMENTOFATRIANGULARRELATIONSHIPBETWEENTHESENDER,也ERECEIVERANDTHECONTEXTOFSITUATION，WHETHERTHECOMMUNICATIONISINSPEECHORWRITINGRIVERS，19876INTERACTIVETEACHINGMEANSELICITATIONOFWILLINGSTUDENTPARTICIPATIONANDINITIATIVE。ITREQUIRESAHIGHDEGREEOFINDIRECTLEADERSHIP，ALONGWITHEMOTIONALMATURITY,PERCEPTIVENESS，ANDSENSITIVITYTOTHEFEELINGSOFOTHERSINTERACTIVEENGLISHTEACHINGEMPHASIZESCONVEYINGANDRECEIVINGAUTHENTICMESSAGESTEACHERSGOBEYONDLANGUAGESTRUCTURESANDDEVELOPLEARNERSCOMMUNICATIVECOMPETENCETHROUGHINTERACTION,WHICHOCCURSEITHERBETWEENTEACHERSANDSTUDENTSORSTUDENTSANDSTUDENTS，STUDENTANDAUTHORSOFTEXTS，ANDSTUDENTANDTHECOMMUNITYTHATSPEAKSTHELANGUAGERIVERS，200010THROUGHINTERACTION，STUDENTSCALLINCREASETHEIRLANGUAGESTOREASTHEYLISTENTOORREADAUTHENTICLINGUISTICMATERIAL，OREVENTHEOUTPUTOFTHEIRFELLOWSTUDENTSINDISCUSSIONS，SKITS，JOINTPROBLEMSOLVINGTASKS，ORDIALOGUEJOURNALSININTERACTION,STUDENTSCANUSEALLTHEYPOSSESSOFTHELANGUAGEALLTHEYHAVELEARNEDORCASUALLYABSORBEDINREALLIFEEXCHANGESWHEREEXPRESSINGTHEIRREALMEANINGISIMPORTANTTOTHEMEVENATANELEMENTARYSTAGE，THEYLEARNINTHISWAYTOEXPLOITTHEELASTICITYOFLANGUAGERIVERS，198745INTERACTIVELANGUAGETEACHINGISMOREOFACLUSTEROFAPPROACHESTHANASINGLEMETHODOLOGYINTHISTHESISITREFERSTOTEACHINGTHROUGHIRFINTERACTIONBETWEENTEACHERSANDSTUDENTSANDINTERACTIVEORALENGLISHTEACHINGHEREREFERSTOSUCHANINTERACTIVEAPPROACHTOORALENGLISHTEACHING2112DEFINITIONOFINTERACTIONACCORDINGTORIVERS20004“STUDENTSACHIEVEFACILITYINUSINGALANGUAGEWHENTHEIRATTENTIONISFOCUSEDOILCONVE弭NGANDRECEIVINGAUTHENTICMESSAGESTHISISINTERACTION”SHETREATSINTERACTIONASTHEKEYTOLANGUAGETEACHINGFORCOMMUNICATIONSHESUGGESTSWAYSTOPROMOTEINTERACTIONINTHELANGUAGECLASSROOMSUCHAS，AVOIDINGTEACHERDOMINATEDCLASSROOM，BEINGCOOPERATIVEANDCONSIDERINGAFFECTIVEVARIABLESINTERACTIONINVOLVESNOTJUSTEXPRESSIONSOFONESOWNIDEASBUTCOMPREHENSIONOFTHOSEOFOTHERSZOLTANDOMYEIANDANGIMALDEREZHRNOLA,1992160PUTTHEDEFINITIONINTHISWAY“INTERACTIONREFERSTOSITUATIONSINWHICHTHEBEHAVIOROFEACHPERSONINFLUENCESTHEOTHER”ANDACCORDINGTOBROWN2001159，“INTHEERAOFCOMMUNICATIVELANGUAGETEACHING，INTERACTIONIS，INFACT，THEHEARTOFCOMMUNICATION；ITISWHATCOMMUNICATIONISALLABOUTANDAFTERDECADESOFRESEARCHONTEAEHINGANDLEARNINGLANGUAGES，WEHAVEDISCOVEREDTHATTHEBESTWAYTOLEARNTOINTE】ACTISTHROUGHINTERACTIONITSELFINTERACTIONISTHECOLLABORATIVEEXCHANGEOFTHOUGHM。FEELINGS，ORIDEASBETWEENTWOORMOREPEOPLERESULTINGINVARIOUSEFFECTSONEACHOTHERONELISTENSTOOTHERS；ONERESPONDS；OTHERSLISTENANDRESPONDINTHECONTEXTOFTHISTHESIS，INTERACTIONUSUALLYREFERSTO“CLASSROOMINTERACTION，OR“INTERACTIONACTIVITIES”12THEPURPOSEOFTHESTUDYTHISTHESISWILLIDENTIFYTHESIMILARITIESOFTEACHERSHOSTSROLE，LEADINOPENINGSUMMARYCLOSINGANDINTERACTIONSPATTERNSBETWEENINTERACTIVEORALENGLISHTEACHINGANDENGLISHTVTALKSHOWSANDTOSEEWHETHERTHEIDENTIFICATIONCALLENLIATELLTHEFORMERTOSOMEEXTENTACADEMICALLY,THISTHESISWILLANALYZETHETALKSHOWFROMAPERSPECTIVEOFENGLISHTEACHINGAPPROACH,WHICHMAYCONTRIBUTETOTHELITERATUREONTALLSHOWS，RESEARCHPEDAGOGICALLY,THISTHESISWILLUNVEILTHEMYSTERYOFTHEINTERACTIVELANGUAGETEACHINGTHROUGHCOMPARISONWITHTHETVTALKSHOWS，WHICHMAKESTHETEACHER，SR01ECLEARERANDDEMANDING，BRINGSINNEWWAYSOFLEADINANDSUMMARYFROMTHEOPENINGANDCLOSING，ANDADAPTITSINTERACTIONPARCRNTOMAKEITMOREHELPFULFORACONTINUING3TALKBETWEENTEACHERANDSTUDENTSTHROUGHELABORATIONONTHOSEASPECTS，WEHOPETOCALLTEACHERSATTENTIONANDGIVEINSPIRATIONTOTHEMASTOHOWTOMAKEMOSTUSEOFSUCHTEACHINGAPPROACHINTHEIRORALENGLISHTEACHING。13RATIONALEOFTHEPRESENTSTUDYFIRSTLY,THOUGHTVTALKSHOWSHAVEBEENSTUDIEDINMASSCOMMUNICATIONANDLINGUISTICS，ANDINTERACTIVELANGUAGEHASALSOBEENINVESTIGATED，THEYHAVENEVERBEENJUXTAPOSEDANDCOMPAREDGENERALLYLITERATURECONCERNINGTHISTOPICISSCARCESECONDLY,THEIRCOMPARISONISAVAILABLEANDVALUABLETVCHANNELSAREWHEREMOSTOFTALKSHOWSPRESENTEDFIRSTANDMANYONLINERESOURCESPROVIDETHEAUDIOANDVISUALTRANSCRIPTIONSOFTALKSHOWPROGRAMSBESIDES，BOOKS，MAGAZINESANDJOURNALSONINTERACTIVELANGUAGETEACHINGARENOTDIFFICULTTOBEFOUNDANDINTERACTIVELANGUAGETEACHINGISRECEIVINGACCEPTANCEINCHINATHEREFOREOURCOMPARISONBETWEENTHEMCANSHEDSOMELIGHTONTHETEACHERSANDPROMOTETHEIMPROVEMENTOFORALENGLISHCLASSFINALLY,BOTHOFTHECLASSROOMINTERACTIONANDTVTALKSHOWSPOTENTIALLYHAVETHEFOLLOWINGPROPERTIES“DEGREEOFCONTROLOVERTURNTAKINGINVESTEDINONEPERSON；EXISTENCEOFSTATUSDIFFERENCEBETWEENPARTICIPANTSEITHERBECAUSEOFACKNOWLEDGEDSUPERIOREXPERTISEORSITUATIONALLYASSIGNEDROLE；DEGREEOFFAMILIARITYBETWEENPARTICIPANTS；WHEREINFORMATIONLIES；PURPOSEOFINTERACTIONANDWHETHERTHEREISONEORMOREGOALSACHIEVABLEWITHINTHESINGLEINTERACTION”COULTHARD，MONTGOMERY,198114THEREFORETHEIRCOMPARISONISJUSTIFIABLE14RESEARCHMETHODOLOGYTHEPRESENTSTUDY,METHODOLOGICALLYSPEAKING，ISAQUALITATIVEANALYSISSOASTOACHIEVEMAXIMALRELIABILITYITISTHEORYDRIVENATTHESAMETIMEASTOTHEDATA,THEPRESENTSTUDYISANEMPIRICALONE，INTHATALLTHECONCLUSIONSMADEINTHESTUDYAREBASEDONNATURALLYOCCURRINGDATAWITHOUTANYPRESETPLANFORWHATISTOBEOBTAINEDANDWHATTOBEDERIVEDFROMTHEDATATHERESEARCHERSTARTSWITHNOPREDETERMINEDMODELORFRAMEWORKINMIND，ANDHASNOHYPOTHESISTOBEVERIFIEDINORDERTOMINIMIZETHESUBJECTIVITY,AQUANTITATIVEANALYSISISALSOEMPLOYED4CHAPTERIILITERATUREREVIEW21PREVIOUSSTUDYONTALLSHOWSTVTALKSHOWISONEOFTHEMOSTPOPULARTVPROGRAMSBOTHATHOMEANDABROADITHASEXPERIENCEDITSEMBRYO，GROWTHANDBLOSSOMWITHITSPOPULARITY,MANYRESEARCHESHAVEBEENCARDEDOUT211PREVIOUSSTUDYABROADASFARASSTUDIESOFTVTALKPROGRAMSARECONCERNED，THELITERATUREAVAILABLESHOWSTHATSOMESCHOLARSHAVEDONESOMERESEARCHINTOTHEINTERACTIONOFTHETALKSHOWFROMALINGUISTICPERSPECTIVELIVINGSTONESPUBLICATIONIN1994，TAKOTLTELEVISION，GIVESUSAMODERNVIEWOFTVTALKSHOWSACCORDINGTOHISSTUDY,EACHEPISODEOFONETALKSHOWFOCUSESONAPARTICULARTOPICOFSOCIAL，POLITICALORECONOMICEVENTSINTHENEWSANDTHEPROGRAMCONSISTSOFLIVELY,CONTROVERSIALCONVERSATIONANDARGUMENTONTHECHOSENTOPIC，EXPRESSINGOPPOSITIONALANDDIVERSEVIEWSALTHOUGHTHECONVERSATIONISMANAGEDBYTHEHOSTANDPRODUCTIONTEAM,THESELECTIONANDORDERINGOFPARTICIPANTSALSODEPENDSONTHEFLOWOFTHEARGUMENTANDTHECONTRIBUTIONSOFTHEGUESTSTHEPROGRAMSALEEITHERLIVEORRECORDEDINREALTIMESOONBEFOREBROADCASTING，WITHLITTLEORNOEDITINGMOREOVER,THESHOWSAREMANAGED，SOTOOAREOTHERSOCIALSITUATIONSINWHICHDEBATESANDCONVERSATIONSOCCUR,ANDTHEYAREALLSTRUCTUREDACCORDINGTOPOWERINEQUALITIES，TACITRULESANDIMPLIEDAUDIENCESCORNELIAILIE1999PROPOSESAPRAGMATICFRAMEWORKFORTHEINTERPRETATIONOFTHEDISCURSIVEANDARGUMENTATIVEFUNCTIONSOFNONSTANDARDQUESTIONSTHATOCCURINTALKSHOWSTHEINVESTIGATIONHASFOCUSEDONTHREETYPESOFARGUMENTATIVENONSTANDARDQUESTIONS，NAMELYEXPOSITORYQUESTIONS，RHETORICALQUESTIONSANDECHOQUESTIONS，WHICHHAVEBEENFOUNDTOCOOCCURORTOOVERLAPWITHEACHOTHER,BUTTODIFFERINARGUMENTATIVESCOPEANDFOCUSTHEANALYSISHASBEENCARRIEDOUTINTERMSOFRESPONSEELICITATIONANDARGUMENTATIVEORIENTATIONANDITINDICATESTHATTHETHREETYPESOFNONSTANDARDQUESTIONSANDTHEIRCORRESPONDINGRESPONSESDISPLAYVARYINGDEGREESOFELICITATIONTHEINTERPLAYBETWEENTHEINTERLOCUTORSINSTITUTIONALROLESANDGOAL，ONTHEONEH趾D，ANDTHEIRNONINSTITUTIONALSTATUSANDCOMMITMENTS，ONTHEOTHERHAND，1SSHOWNP枷YACCOULLTSFORTHESHIFTINGARGUMENTATIVESCOPEOFNONSTANDARDQUESTLONSANDOFTHEFFRESPONSES111HER粗OTHERWO嗽CORNELIAILIE2001EXPLORESTHENATUREOFTALKSHOWSASAPARTICULARINSTALLCEOFBROADCASTDISCOURSE，WHICHISINVESTIGATEDBO也ASAMEDIAPRODUCTASWELL勰ANONGOINGTALKORIENTEDPROCESSSHEREVEALSTHEPARALLDISM觚DOVERLAPSBETWEENTHEDISCURSIVEANDTHELINGUISTICCONSTRAINTSTHATATALKSHOWHASTOCO玎印LYWIMANDSHOWSINWHATWAYSANDTOWHATEXTENTDISCURSIVE锄DLMGULSTLCFEATURESC锄M破0NGO迦TALKCONVERSATIONALLYANDORINSTITUTIONALLYTHEIMP哦ANTFMDIILGOF也EWORKISTHATITDEMONSTRATESTHATTHEDIALOGUEINATALKSHOWEXHIBITSTHEFEATURESOFSEMIMSTITLLTIONALDISCOURSEINTHATITMAYACQUIREAMOREINSTITUTIONALORAMORECONVERSATIONALFI烈0RDEPENDINGONTHETEXTURALINTERACTIONBETWEELLLINGULSNCANDDISCURSIVEFACTORS，EMBODI。DRESPECTIVELYINFEATURESTHATSHAPEATALKSHOWGLOBALLYANDFEATURESTHATSHAPEATALKSHOWLOCALLYJACOBSEN,J1999HASDONEARESEARCHONTHESTRUCTURALANALYSISOFTV锨SHOWS血删TION觚DOUTLINEDTHESIMILARITIESANDDIFFERENCESM咖咖SMNATURALLYOCCM血GCONVERSATIONHISREPORTANALYZESTHETVTALKSHOWMT咖TLONS蚋1CTUREAGAIL喊THETURNTAKING，ADJACENCYPAIR,PREFERENCEO玛ANLZATLON，PRESEQUENCEANDCLOSINGSEQUENCESYSTEMSTURNSINTHETRANSCRIPTLARGELYADHERETOTILM，TAKINPREFERENCEORGANIZATION，ANDPRE。SEQUENCERULESOPERATMGMNATURALLYOCCUMGCONVERSATIONCLOSINGSEQUENCESINTHETRANSCRIPTDISPLAYA眦QUE咖C眦ADJACENCYPAIRSPROVEDNOTANALYZABLEDUETOINSUFFICIENTID钮TLFLC砒1叩础嘶ATHEUNIQUE栅TUREOFCLOSINGSEQUENCES，ASWELLASTHEFEWDEPARTURES圩OMTILM冰砖狃DPREFERENCEORGANIZATIONRULESISATTRIBUTEDTOTHEEX嗽1SMGOFINSTITUTIONALROLERESPONSIBILITIESINTHETALKSHOWSI2NES1999FOCUSESOILTHERECIPIENTDESIGNOFTURN。CONSTRUCTIONOFTHEDITTE佗NTCATEGORIEST越NGP斫INAMERICANTABLOIDTALKSHOWITMAKESACONTRIBUTIONT0THEU11DERSTANDINGOFTHEUSEANDFUNCTIONOFINTERVENTIONINOPENINGPHASEINTABLOIDTALKSHOWSTHERESULTSINDICATETHECONVERSATIONALELEMENTSININSTITUTIONALFOMAULAOFTHE址SHOWASFAIRCLOUGH1995HASPOINTEDOUT，THEPRESENCEOFMT洲ENT椰INDICATESACERT咖DEGREEOFORALFEATURESANDINHISTHETABLOIDTALKSJL删砸口伽础乒CD，Z邮口砌咒口ZTYPEOFFACEWFACEINTERACTION，SIGNES2000DESCRIBESTABLOIDTALL【SHOWSASONETYPEOFSPEECHEVENTANDFOCUSESONTHEDESCRIPTLONOFTHE6CHAPTER1ILITERATUREREFIEWTURNTAKINGORGANIZATIONINTABLOIDTALKSHOWSBYCOMPARINGTHEIRCHARACTERISTICSTOTHOSEOUTLINEDBYSACKSETA11974FORCONVERSATIONHEINTENDSTOANSWERTHEQUESTIONOF“WHATFEATURESMAKETABLOIDTALKSHOWSAUNIQUEFORMOFINTERACTION，DISTINCTFROMANYOTHERFACETOFACEDISCOURSETYPETHERESULTSSHOWTHATTHEREAREDIFFERENCESBETWEENBOTHTYPESOFSPEECHEVENTSANDTHEDIFFERENCESCALLBESUMMARIZEDASALISTOFFEATURESWHICHPROVETHEQUASICONVERSATIONALORSEMIINSTITUTIONALNATUREOFTHETABLOIDTALKSHOWINTERACTIONFRANCESCAPRIDHAM2001SUGGESTSTHATTHEHOSTSTRUCTURESTHEWAYTHESTORYISTOLD，PRINCIPALLYTHROUGHTHEUSEOFQUESTIONS，ANDALSOGIVESDIRECTCOMMANDIFTHEHOSTKNOWSTHEANSWERALREADY,THECONVERSATIONISMORELIKESOMETEACHERSTUDENTCONVERSATIONTHEROLEORTHESTATUSOFTHESPEAKERCALLINFLUENCEWHATMETHODSORTECHNIQUESTHEYUSEINCONVERSATION，ASCANTHEPURPOSEBEHINDTHECONVERSATIONIFTHEHOSTANDGUESTSAREINAGREEMENT，THECONVERSATIONCOULDBEACOOPERATIVEONEANDTURNSOUTTOBEVERYPLEASANT212PREVIOUSSTUDYATHOMEMUCHATTENTIONHASBEENDEVOTEDTOTHESTUDYOFTVTALKSHOWSINCHINA,BUTMANYOFTHEMFOLLOWSTHEFRAMEOFTHEWESTERNANDHAVEBEENCARRIEDOUTFROMTHEPERSPECTIVEOFLINGUISTICSWANGQUNANDCAOKEFAN2002STUDYTHEMICROANDMACROSTRUCTUREOFTALKSHOWS，STRESSINGTHATITISBETTERFORTURNTAKINGTOTAKEPLACEONSELFSELECTIONRATHERTHANONNOMINATION111EYALSOINVESTIGATESOMEOTHERFEATURESOFTALKSHOWS，INCLUDINGPARTICIPANTSHOSTSANDGUESTS，DISCOURSETYPE，FEEDBACKS，ANDREPAIRS，ETCINADDITION，THEHOSTSROLEATTRACTSTHEIRATTENTIONTHEYCITEFROMTHEPERSPECTIVEOFPRAGMATICSTHATSHOWHOSTSHOULDOBEYFOURPRINCIPLESROLEPRINCIPLE，COOPERATIVEPRINCIPLE，POLITEPRINCIPLEANDHARMONYPRINCIPLEINHERDISCOURSEANALYSIS形TALKSHOWSSPOKENENGLISHTEACHINGSUNYINA2003ARGUESTHATTHEAMERICANTVTALKSHOWSDESERVETHEATTENTIONOFLINGUISTSANDEFLTEACHERSINTERMSOFSPOKENENGLISHRESEARCHANDTEACHINGFROMTHEPERSPECTIVEOFDISCOURSEANALYSIS，ESPECIALLYBASEDONAMYBMTSUISDESCRIPTIVEFRAMEWORKINENGLISHCONVERSATION,SHEEXAMINESTHESPOKENENGLISHOFTALKSHOWS，ANDFINDSTHATTHETALKSHOWPROVIDESENGLISHLEARNINGWITHARICHRESOURCEOFCONVERSATIONALDATAANDTHESTUDYOFTHEMOFFERSGREATINSIGHTINTOTHESTUDYANDIMPROVEMENTOFSPOKEN7CHAPTERIILITERATURERENEWENGLISH,BUTSHEJUSTTAKESTHETVTALKSHOWSASASOURCEOFLANGUAGEINPUTANDGIVESNOFURTHEREXPLANATIONSHENGYONGSHENG2004FOCUSESHISATTENTIONONBASICACTSOFHOSTDISCOURSEINHISBASICACTSANALYSISOFHOSTDISCOURSEOFTHETVTALKSHOWPROGRAM，SHENGCLASSIFIESTHEACTSOFHOSTDISCOURSEOFTVTALKSHOWSINTOTHREETYPESACCORDINGTOTHEDIFFERENCESOFTHEFUNCTIONSOFACTSINDIFFERENTMOVE，WHICHISINITIATION,RESPONSEANDFOLLOWUP，DURINGWHICHINITIATIONANDRESPONSEAREFOCUSEDRENJIONG2004INHISAGENREANALYSISAPPROACHTOTHEOPENINGSANDCLOSINGSOFENGLISHTELEVISION死腩PROGRAMSINVESTIGATEDOPENINGSANDCLOSINGSOFENGLISHTVTALKPROGRAMSFROMTHEPERSPECTIVEOFGENREHECARRIEDOUTTHERESEARCHFROMTHETWOASPECTSIEXPLORETHEWAYOFLINGUISTICREALIZATIONOFTHECOGNITIVESTRUCTUREANDTHECOMMUNICATIVEGOALOFTHEOPENINGSANDCLOSINGSOFTHETVTALKPROGRAMS；IIDESCRIBETHEGENERICSTRUCTURESOFTHEGENREINQUESTIONHEARGUESTHATALLTHEOPENINGSANDCLOSINGSOFENGLISHTVTALKPROGRAMSINTHECORPUSASAGENRETENDTOHAVEAGENERICSTRUCTUREOFTWOMOVESWITHDIFFERENTSTEPSTHESTYLISTICFEATURESOFTHECORPUSHAVEMADETHISPARTICULARGENREOFCASUALANDORALFEA