近年来,研究者提出重述在显性程度上存在差异,这意味着重述需要细化分类;而现存重述分类尚存在一定局限性。为了了解国内外语课堂教师重述及其影响,本文重新构建了重述分类框架,并对3名大学英语教师课堂中的重述及学习者即时回答现象进行了考察。研究发现,课堂教师使用的重述有五种类型,其中大部分为无语用特征的陈述句,而陈述句式孤立重述能够更有效地引发学习者的修补。这说明不同特点的重述能够引发不同类型的学习者回答,并因此对习得产生不同的促进作用。 In recent years, researchers have suggested that there is a discrepancy in the degree of reexamination, which means that the repetition needs detailed classification. However, there are still some limitations in the existing restatement classification. In order to understand the restatement and influence of classroom teachers in domestic and foreign languages, this article reconstructed the framework of restatement and categorization, and investigated the restatements and immediate answers of learners in three college English teachers’ classrooms. The study found that there are five types of restatements used by classroom teachers, most of them are statements without pragmatic features, while the isolated restatement of statements states that learners can be more effectively repaired. This suggests that restatement of different traits can lead to different types of learners answering and thus have a different stimulating effect on acquisition.