浅析言语行为理论在英语教师课堂用语的应用英语论文(1).doc

XXXX大学本科毕业论文（设计）任务书
编 号：
论文（设计）题目： 浅析言语行为理论在英语教师课堂用语的应用
学院： XXX学院 专业： 英语教育 班级： XXXXXX级英语教育X班
学生姓名： XXXX 学号： XXXXXXXX 指导教师： XXXX 职称 XXX

1、 论文（设计）研究目标及主要任务
本论文主要探究Austin和Searle的言语行为理论在高中英语教师课堂用语中的应用

2、论文（设计）的主要内容
本论文内容主要包括： 言语行为理论在英语教师课堂用语的应用研究现状、言语行为理论的主要内容及其在高中英语课堂教师寒暄语、提问语及委婉指示和委婉反馈语中的应用，通过分析，对英语教师课堂用语提出了新的建议。
3、论文（设计）的基础条件及研究路线
通过对言语行为理论的系统学习，初步认识到言语行为理论的广泛应用。随后在高中学校进行的为期六周多的体验及调查，了解了高中英语教师课堂用语的局限性及存在的问题。因此本人意识到改进高中英语教师课堂用语重要意义，通过参考多种相关文献和调查结果后，确定在言语行为理论框架下，对英语教师课堂话语进行分析，以期有助于提高教师课堂效率。
4、主要参考文

Austin, J.L. 1962. How to Do Things with Words. New York: Oxford University Press.

Hu Zhunglin. 1987. Linguistics A Course Book. Beijing: The Beijing University Press.

胡学文. 2003. 教师话语的特征及功能. 山东: 山东外语教学.

刘旭东. 2009. 中学英语教师课堂反馈话语研究. 中小学外语教学.
5、计划进度

阶段
起止日期
1
提出论文初步题目
3月16日前
2
与导师见面，填开题报告和任务书
3月16日-3月20日
3
提交论文提纲
3月20日-3月23日
4
交初稿
3月23日-4月20日
5
交终稿和评议书
5月8日
指 导 教师： 年 月 日
教研室主任： 年 月

XXXXX大学本科生毕业论文（设计）开题报告书
XXX 学院 英语教育 专业 XXXX 届
学生
姓名
XXX
论文（设计）题目
浅析言语行为理论在英语教师课堂用语的应用
指导
教师
XX
专业
职称
XXX
所属教研室
基础教研室
研究方向
语言学

课题论证：在言语行为理论框架下，对英语教师课堂话语进行分析，以期有助于提高教师课堂效率。

方案设计：第一章介绍言语行为理论在高中英语教师课堂用语中的应用研究现状 。
第二章叙述前人对言语行为理论在英语教师课堂用语的应用的贡献。
第三章具体分析言语行为理论在英语教师寒暄语、提问语、委婉语的应用。
第四章总结本文，对英语教师课堂用语提出了新的建议。

进度计划：3月16日前确定初步论文题目
3月20日前写开题报告、任务书
3月23日前提交论文提纲
4月20日前提交初稿
5月6日前交终稿和评议书
指导教师意见：

指导教师签名： 年 月 日
教研室意见：

教研室主任签名： 年 月 日

XXX大学本科生毕业论文（设计）文献综述
Literature Review
Discourse analysis is the focus of linguists both at home and abroad, especially the analysis of classroom discourse has the attention of linguists and educators. The western language teaching circles began to research the classroom from the 50s, 60s of the twentieth century (Moskowitz, 1968) Began in the 1970s, many scholars abroad have begun to study classroom language. In the late 80 s, research achievements of teachers' languages embodied in teachers teaching discourse, and the teachers' classroom teaching teachers teaching discourse type is analyzed. In the 1990s, language teachers and teachers' behavior in language teaching classroom were studied more detail. In recent years domestic and western in foreign language teaching research has been gradually on standards, the domestic many scholars studied the classroom discourse, such as: Zhou Xing, Hu Xuewen, Li Hua, Liu Xudong and so on. But on the whole, at home on a teacher's classroom discourse and the discourse pattern analysis also is less. This paper using the speech act theory to high school English classroom teacher discourse in regards to greetings, classroom questioning and feedback must be discussed.

Moskowitz’s Fundamental Concepts of Language Teaching
Various aspects of applied linguistic research was put into historical and interdisciplinary perspective by Moskowitz in his book Fundamental Concepts of Language Teaching. He divided the book into six parts, Clearing the Ground, Historical Perspectives, Concepts of Language, Concepts of Society, Concepts of Learning and Concepts of Teaching.
Based on a survey of language teaching trends from 1880 to 1968, he notonly dealt with trends in linguistic theory and their relationship to language teaching, but dealt with the study of education and its relevance to language teaching.
Moskowitz gave an authoritative survey of past developments world-wide, and established a set of guidelines for the future.

Hu Xuewen’s The Features and Functionality of English Teacher Discourse
Hu Xuewen has made the preliminary discussion to an important factor in second language acquisition-teacher discourse.
The teacher talk is discussed from two aspects of features and functionality. One is the characteristics and functions of the teacher discourse’s adjustment to the speed, pause, accent, vocabulary, syntax and discourse. According to the article, the adjustmen of the teacher discourse in these aspects is mainly to reduce the difficulty of the language input, so that it is at or near the extent of the learners can understand. Moreover, this adjustment is based on information communication. Secondly, teacher discourse, as teacher organization, management, arrangements, guidance of second language classroom activities means and tools, has characteristics and functions. According to the article, in China, the tongue in the FLL classroom should not too much pursuit the students to participate in in the form, that is to say, teacher should talk less as far as possible, and make the students to say as much as possible. The quantity of teacher discourse, questioning methods, the interaction adjust between teachers and students as well as the form of the feedback to students’ performance largely determine the success of second language acquisition.

Li Hua’s On Present Situation and Research Strategies of Teacher Talk in China
Li Hua reviews studies abroad on classroom teaching and teacher talk. In recent years, studies on teacher talk carried out at home have also been explorded. At the same time, the limitations of teacher talk and research strategies on teacher discourse are also explorded. Finally, Li Hua revealed the implication of teacher discourse in foreign language teaching as well as its important learners’ second language acquisition. In his paper, he analyses the weaknesses existed in teacher discourse at that time. In his opinion, the researches on teacher discourse provide certain guidance, but it has its limitation. The systematic research is not enough, the relationship between teacher discourse and English Learning remains to be explored.
He put forward teacher discourse research should emphasis on the followings: the quantity of teacher discourse, the characteristics of teacher discourse adjustment, teacher inquiry and the pattern of feedback.

Zhou Xing’s Investigation and Observation to Teacher Discourse in Universities
Through investigation and observation, Zhou Xing found that the teacher mainly use English teaching, the teacher talk provides a large number of comprehensible language input for students, 63.3% of students think the teacher's words are understandable. But at the same time, teacher talk occupy most of the time in classroom, 48.3% of students think teachers discourse occupies more than 50% of the class time, 65.6% of students think they "speak" in the class time is not more than ten minutes. The "excessively" using teacher discourse represents some simple repetition, be eager to tell students the answer before the student answer the question, repetition students’ answers. The single of class activities and the method of question setting also make students’ participation in classroom communication opportunity reduced.

Liu Xudong’s High School English Teachers' Classroom Feedback Discourse Research
Liu Xudong analysed four high school English teacher's classroom discourse and found that teachers use a lot of feedback in classroom discourse is beneficial to change the traditional teaching of teachers "centralized" phenomenon, but in the actual teaching, many teachers use more content of the feedback, and language form is single and form feedback and topic feedback is less. This study also found the effective use of feedback strategies, such as teachers ask, repeat mistakes, is beneficial to improve students' language output quality, thus contributing to the interaction between teachers and students in class.

本科生毕业论文

题目:浅析言语行为理论在英语教师课堂用语的应用

姓 名: XXXX
班 级: XXXX级X班
指导教师: XX
专 业: 英语教育
院 系: XXX学院英语系

完成日期: XXXX年5月8日

An Analysis of the Application of Speech Act Theory in English Teacher Discourse

BY
XXX
Prof. XXX, Tutor

A Thesis Submitted to Department of English Language and Literature in Partial
Fulfillment of the
Requirements for the Degree of B.A in English At XXXX University

May 8th, XXXX

摘要
本文主要是从语用学的角度运用言语行为理论对高中英语课堂英语教师的语言加以分析。教师话语是教师行为的重要组成部分，是指教师在第二语言(外语)学习的课堂上为组织和从事教学所使用的语言。言语行为理论是语用学研究中一个非常重要的理论。运用该理论分析英语教师话语，不仅能从理论的角度揭示教学中的教师话语存在的问题，并且可以为改进和评价教学提供重要的依据。本文在言语行为理论框架下，对英语教师课堂话语进行分析，以期有助于提高教师课堂效率。

关键词:言语行为理论　教师话语　英语教学

Abstract
The focus of the paper is to present the pragmatic analysis of English teacher discourse with the Speech Act Theory. Teacher discourse is an important part of teachers' behavior. It refers to the language used by the teacher in class of learning a second language (English) for the purpose of organizing and engaging in teaching. Speech act theory is a very important pragmatic research theory. Using the theory to analyze English teacher discourse, can not only reveal the problems existing in the teachers' discourse in teaching from the angle of theory, but can provide important basis for improving and evaluating teaching. The thesis analyzes the English classroom discourse under the framework of speech act theory, in order to help improve the efficiency of teachers' classroom.

Keywords: Teacher discourse Speech act theory English teaching

Tables of Contents

Chapter 1 Introduction·········································· 1
Chapter 2 Literature review····································· 3
Chapter 3 Theoretical framework: Speech Act Theory········6
3.1 Austin’s Speech Act Theory···································6
3.1.1 Performatives and Constatives····························6
3.1.2 A theory of the Illocutioary Act······························8
3.2 Searle’s Speech Act Theory··································10
3.2.1 Five basic illocutionary acts······························10
3.2.2 Indirect speech act theory·······························13
3.2.3 Searle’s classification of indirect speech act················14
Chapter 4 common speech acts in English classrooms···· 17
4.1 Greetings and phatic communion ····························17
4.2 Inquiry language············································18
4.3Euphemist expression of instructives and feedback language·····21
Chapter 5 Conclusion···········································24
References·····················································26
vi

Chapter 1 Introduction
English Teacher Discourse refers to the English teachers’ discourse used in teaching knowledge organization of classroom teaching, including classroom teaching organization, the interpretation of rendering of teaching content, organization and implementation of classroom activities, communication and interaction between teachers and students, instruction and assessment to the students, etc. Nunan, as early as 1991 in the book Language Teaching Methodology pointed out: “teachers' discourse is crucial to both classroom teaching organization and the students' Language acquisition, it is not only because through the perfect organization of teachers' discourse and teaching of knowledge, the ideal teaching effect can be achieved, and because it has the demonstration effect as a target language using, is another important way of students' language input."(Nunan, 1991) In the 33rd annual meeting of International English Teacher Association's in 1999, SteveWalsh pointed out that the difference between the foreign language classroom teaching and other classroom teaching lies in language is the purpose of learning and teaching media. So teachers' discourse is both an instrument of teachers teaching mission, and the largest source of students' language input. Teacher discourse plays a vital role on the learner's language acquisition process. Teacher discourse used properly or not has a positive or negative impact on the students' language output. (Wang Yinquan, 1999)
Teacher discourse is an important medium of communication of English classroom, it is not only a source of target language, but an efficient way of classroom management. The quantity and quality of teacher discourse will influence and even decide the success or failure of classroom teaching. Krashen's "input method" thinks that people only get comprehensible input, can they learn a foreign language.  In second language classroom teaching, teacher discourse is the largest and most reliable source to learner "input". Appropriate teacher discourse can give students effective language input, thus improve their communicative competence, directly affect the output of language. Therefore, the study of Chinese high school English classroom teacher discourse has important theory value and practical significance. Careful study of teacher discourse can promote English teacher’s deeper understanding of teaching, so as to effectively guide the teachers' classroom English teaching practice.

Chapter 2 Literature Review
Discourse analysis is the focus of linguists both at home and abroad, especially the analysis of classroom discourse has the attention of linguists and educators. The western language teaching circles began to research the classroom from the 50s, 60s of the twentieth century (Moskowitz, 1968) Began in the 1970s, many scholars abroad have begun to study classroom language. In the late 80 s, research achievements of teachers' languages embodied in teachers teaching discourse, and the teachers' classroom teaching teachers teaching discourse type is analyzed. In the 1990s, language teachers and teachers' behavior in language teaching classroom were studied more detail. In recent years domestic and western in foreign language teaching research has been gradually on standards, the domestic many scholars studied the classroom discourse, such as: Zhou Xing, Hu Xuewen, Li Hua, Liu Xudong and so on. But on the whole, at home on a teacher's classroom discourse and the discourse pattern analysis also is less. This paper using the speech act theory to high school English classroom teacher discourse in regards to greetings, classroom questioning and feedback must be discussed.

Moskowitz’s Fundamental Concepts of Language Teaching
Various aspects of applied linguistic research was put into historical and interdisciplinary perspective by Moskowitz in his book Fundamental Concepts of Language Teaching. He divided the book into six parts, Clearing the Ground, Historical Perspectives, Concepts of Language, Concepts of Society, Concepts of Learning and Concepts of Teaching.
Based on a survey of language teaching trends from 1880 to 1968, he notonly dealt with trends in linguistic theory and their relationship to language teaching, but dealt with the study of education and its