浅析言语行为理论在英语教师课堂用语的应用英语论文.docx
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浅析言语行为理论在英语教师课堂用语的应用英语论文
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.HowtoDoThingswithWords.NewYork:
OxfordUniversityPress.
HuZhunglin.1987.LinguisticsACourseBook.Beijing:
TheBeijingUniversityPress.
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
LiteratureReview
Discourseanalysisisthefocusoflinguistsbothathomeandabroad,especiallytheanalysisofclassroomdiscoursehastheattentionoflinguistsandeducators.Thewesternlanguageteachingcirclesbegantoresearchtheclassroomfromthe50s,60softhetwentiethcentury（Moskowitz,1968）Beganinthe1970s,manyscholarsabroadhavebeguntostudyclassroomlanguage.Inthelate80s,researchachievementsofteachers'languagesembodiedinteachersteachingdiscourse,andtheteachers'classroomteachingteachersteachingdiscoursetypeisanalyzed.Inthe1990s,languageteachersandteachers'behaviorinlanguageteachingclassroomwerestudiedmoredetail.Inrecentyearsdomesticandwesterninforeignlanguageteachingresearchhasbeengraduallyonstandards,thedomesticmanyscholarsstudiedtheclassroomdiscourse,suchas:
ZhouXing,HuXuewen,LiHua,LiuXudongandsoon.Butonthewhole,athomeonateacher'sclassroomdiscourseandthediscoursepatternanalysisalsoisless.ThispaperusingthespeechacttheorytohighschoolEnglishclassroomteacherdiscourseinregardstogreetings,classroomquestioningandfeedbackmustbediscussed.
Moskowitz’sFundamentalConceptsofLanguageTeaching
VariousaspectsofappliedlinguisticresearchwasputintohistoricalandinterdisciplinaryperspectivebyMoskowitzinhisbookFundamentalConceptsofLanguageTeaching.Hedividedthebookintosixparts,ClearingtheGround,HistoricalPerspectives,ConceptsofLanguage,ConceptsofSociety,ConceptsofLearningandConceptsofTeaching.
Basedonasurveyoflanguageteachingtrendsfrom1880to1968,henotonlydealtwithtrendsinlinguistictheoryandtheirrelationshiptolanguageteaching,butdealtwiththestudyofeducationanditsrelevancetolanguageteaching.
Moskowitzgaveanauthoritativesurveyofpastdevelopmentsworld-wide,andestablishedasetofguidelinesforthefuture.
HuXuewen’sTheFeaturesandFunctionalityofEnglishTeacherDiscourse
HuXuewenhasmadethepreliminarydiscussiontoanimportantfactorinsecondlanguageacquisition-teacherdiscourse.
Theteachertalkisdiscussedfromtwoaspectsoffeaturesandfunctionality.Oneisthecharacteristicsandfunctionsoftheteacherdiscourse’sadjustmenttothespeed,pause,accent,vocabulary,syntaxanddiscourse.Accordingtothearticle,theadjustmenoftheteacherdiscourseintheseaspectsismainlytoreducethedifficultyofthelanguageinput,sothatitisatorneartheextentofthelearnerscanunderstand.Moreover,thisadjustmentisbasedoninformationcommunication.Secondly,teacherdiscourse,asteacherorganization,management,arrangements,guidanceofsecondlanguageclassroomactivitiesmeansandtools,hascharacteristicsandfunctions.Accordingtothearticle,inChina,thetongueintheFLLclassroomshouldnottoomuchpursuitthestudentstoparticipateinintheform,thatistosay,teachershouldtalklessasfaraspossible,andmakethestudentstosayasmuchaspossible.Thequantityofteacherdiscourse,questioningmethods,theinteractionadjustbetweenteachersandstudentsaswellastheformofthefeedbacktostudents’performancelargelydeterminethesuccessofsecondlanguageacquisition.
LiHua’sOnPresentSituationandResearchStrategiesofTeacherTalkinChina
LiHuareviewsstudiesabroadonclassroomteachingandteachertalk.Inrecentyears,studiesonteachertalkcarriedoutathomehavealsobeenexplorded.Atthesametime,thelimitationsofteachertalkandresearchstrategiesonteacherdiscoursearealsoexplorded.Finally,LiHuarevealedtheimplicationofteacherdiscourseinforeignlanguageteachingaswellasitsimportantlearners’secondlanguageacquisition.Inhispaper,heanalysestheweaknessesexistedinteacherdiscourseatthattime.Inhisopinion,theresearchesonteacherdiscourseprovidecertainguidance,butithasitslimitation.Thesystematicresearchisnotenough,therelationshipbetweenteacherdiscourseandEnglishLearningremainstobeexplored.
Heputforwardteacherdiscourseresearchshouldemphasisonthefollowings:
thequantityofteacherdiscourse,thecharacteristicsofteacherdiscourseadjustment,teacherinquiryandthepatternoffeedback.
ZhouXing’sInvestigationandObservationtoTeacherDiscourseinUniversities
Throughinvestigationandobservation,ZhouXingfoundthattheteachermainlyuseEnglishteaching,theteachertalkprovidesalargenumberofcomprehensiblelanguageinputforstudents,63.3%ofstudentsthinktheteacher'swordsareunderstandable.Butatthesametime,teachertalkoccupymostofthetimeinclassroom,48.3%ofstudentsthinkteachersdiscourseoccupiesmorethan50%oftheclasstime,65.6%ofstudentsthinkthey"speak"intheclasstimeisnotmorethantenminutes.The"excessively"usingteacherdiscourserepresentssomesimplerepetition,beeagertotellstudentstheanswerbeforethestudentanswerthequestion,repetitionstudents’answers.Thesingleofclassactivitiesandthemethodofquestionsettingalsomakestudents’participationinclassroomcommunicationopportunityreduced.
LiuXudong’sHighSchoolEnglishTeachers'ClassroomFeedbackDiscourseResearch
LiuXudonganalysedfourhighschoolEnglishteacher'sclassroomdiscourseandfoundthatteachersusealotoffeedbackinclassroomdiscourseisbeneficialtochangethetraditionalteachingofteachers"centralized"phenomenon,butintheactualteaching,manyteachersusemorecontentofthefeedback,andlanguageformissingleandformfeedbackandtopicfeedbackisless.Thisstudyalsofoundtheeffectiveuseoffeedbackstrategies,suchasteachersask,repeatmistakes,isbeneficialtoimprovestudents'languageoutputquality,thuscontributingtotheinteractionbetweenteachersandstudentsinclass.
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
AnAnalysisoftheApplicationofSpeechActTheoryinEnglishTeacherDiscourse
BY
XXX
Prof.XXX,Tutor
AThesisSubmittedtoDepartmentofEnglishLanguageandLiteratureinPartial
Fulfillmentofthe
RequirementsfortheDegreeofB.AinEnglishAtXXXXUniversity
May8th,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
ThefocusofthepaperistopresentthepragmaticanalysisofEnglishteacherdiscoursewiththeSpeechActTheory.Teacherdiscourseisanimportantpartofteachers'behavior.Itreferstothelanguageusedbytheteacherinclassoflearningasecondlanguage（English）forthepurposeoforganizingandengaginginteaching.Speechacttheoryisaveryimportantpragmaticresearchtheory.UsingthetheorytoanalyzeEnglishteacherdiscourse,cannotonlyrevealtheproblemsexistingintheteachers'discourseinteachingfromtheangleoftheory,butcanprovideimportantbasisforimprovingandevaluatingteaching.ThethesisanalyzestheEnglishclassroomdiscourseundertheframeworkofspeechacttheory,inordertohelpimprovetheefficiencyofteachers'classroom.
Keywords:
TeacherdiscourseSpeechacttheoryEnglishteaching
TablesofContents
Chapter1Introduction··········································1
Chapter2Literaturereview·····································3
Chapter3Theoreticalframework:
SpeechActTheory········6
3.1Austin’sSpeechActTheory···································6
3.1.1PerformativesandConstatives····························6
3.1.2AtheoryoftheIllocutioaryAct······························8
3.2Searle’sSpeechActTheory··································10
3.2.1Fivebasicillocutionaryacts······························10
3.2.2Indirectspeechacttheory·······························13
3.2.3Searle’sclassificationofindirectspeechact················14
Chapter4commonspeechactsinEnglishclassrooms····17
4.1Greetingsandphaticcommunion····························17
4.2Inquirylanguage············································18
4.3Euphemistexpressionofinstructivesandfeedbacklanguage·····21
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