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摘 要教师话语是指教师在课堂上组织和教学时使用的语言，是教师言语行为的重要组成部分，它既是目的语的重要来源，又是管理课堂的手段。言语行为理论是语用学中的第一大理论，本文在言语行为理论的基础上，运用案例分析的方法对英语课堂教师话语中的寒暄语、指令、讲授与呈现、提问、反馈进行分析，进而提高课堂教学效率。同时，也加强了学生对专业知识的深刻认识，培养了学生观察与分析问题的能力。 36170
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毕业论文关键词: 言语行为理论；教师话语；英语课堂
Abstract Teacher talk refers to the language organization and usage in the teaching process, is an important part of teacher’s behavior, which is not only the origin of the target language, but also the means of managing the classroom in teaching process. Speech act theory is the first major theory in pragmatic, the purpose of this paper is to use speech act theory to analyze teacher talk in English classroom with case analysis method, which includes phatic and greetings, directives, teaching and presention, answers and questions, feedback and valuation, to improve the class efficiency. In the meantime, which also strengthens students’ understanding of professional knowledge, cultivates students’ ability to observe and analyze problems.
Key words: speech act theory; teacher talk; English class
An Analysis of Teacher Talk in English Class Under the Framework of the Speech Act Theory
Contents
摘 要 i
Abstract ii
I. Introduction 1
II. The Teacher Talk and Speech Act Theory 2
2.1 The Significance of Teacher Talk 2
2.2. Austin-Searle’s Speech Act Theory 4
III. An Analysis of Teacher Talk in English Class 6
3.1 Phatic and Greetings 6
3.2 Directives 7
3.3 Teaching and Presentation 8
3.4 Questions and Answers 9
3.5 Feedback and Valuation 10
IV. Proposals to Improve the Teacher Talk in English Class 11
V. Conclusion 13
Bibliography 15
Acknowledgements 16
I. Introduction
The teacher talk is important in foreign language class, which even can say that the quality and quantity of teacher talk even decide failure or success of foreign language class. In 1950s, scholars in western teaching field started to systematically study and observe the classroom teaching. Then foreign scholars have further study of teacher talk, and there sprung up lots of methods of describing and understanding the foreign language. Domestic scholars began to study teacher talk in foreign language class in recent years, such as, Yu Hong, Zheng Yan and so on. They all made great contribution to the development of teacher talk study. And with further study of teacher talk, the domestic language theory has turned to a development. Many scholars have studied teacher talk combing with pragmatic, discourse analysis and corpus linguistic, and achieved certain success. However, research combined with specific subject is still insufficient, and also stopped at the surface of cross-disciplines. Therefore, we can’t use the mature theory of these disciplines to deeply analyze teacher talk. At the same time, domestic linguistics’ research view about teacher talk should be extended.
Speech act theory is the major theory in pragmatic, which is originated with Austin, and then Searle puts forward it and perfects it. When a person speaks, he implements a speech act and completes the three behaviors, namely the locutionary act, illocutionary act and perlocutionary act. Locutionary act refers to the speak itself, illocutionary act refers to a behavior performed through a talk, and perlocutionary act means the consequences of a talk. In fact, the nature of the speech act theory is that human language has the function of communication, and human’s purpose of learning and using language is to serve our behavior better.