我 国外语教学研究越来越重视外语课堂话语的研究。其焦点是分析外语教师如何为学生参与课 堂对话活动提供机会或空间，以完成课堂教与学的任务。而课堂话语质量，策略选择，课堂互动或协商模式，反馈策略等都会直接影响学生学习和认知、语言发展速度和教育成果， 所以外语课堂话语研究是外语教育、语言学和二语习得研究的重要领域。本文首先界定课堂话语的三个主要语用功能，然后根据这三个主要功能对我国英语课堂话语研究进行综述和评价。最后在评价的基础上对我国英语课堂话语的深入研究提出建议， 力求使课堂教学实现本土化和全球化的接轨。

 Classroom discourse studies have received much emphasis in foreign language  education research  in  China． The emphases of these studies have been largely placed on different ways teachers or advanced learners can scaffold the participation of  students in classroom dialogic activities ，for example ，by questioning ，directing attention to key aspects of the curricular task ， simplifying the task ，appropriating language or other tools ，monitoring ongoing performance ，and providing appropriate feedbacks depending on the students ’level of understanding in classroom interaction． These ，taken together ，in turn ，are explored to have differential effects on learning and cognition ，language development ，and ，generally ，educational achievements． This paper ，first of  all ，identifies and discuss three essential functions of classroom discourse ，and then critically review the recent classroom dis- course research literature done in China accordingly． Finally  some implications and  suggestions  are  made for  further  research  in the localization and globalization of  English language teaching and learning．