《河西地区初中英语教师课堂话语分析与应用初探——以嘉峪关实验中学为例英语专业毕业论文.doc》由会员分享，可在线阅读，更多相关《河西地区初中英语教师课堂话语分析与应用初探——以嘉峪关实验中学为例英语专业毕业论文.doc（25页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、编号 0804115 毕业论文 （ 2012 届本科）题 目： 河西地区初中英语教师课堂话语分析与应用:初探以嘉峪关实验中学为例 学 院： 外国语学院 专 业： 英 语 作者姓名： 指导教师： 职称： 副教授 完成日期： 2013 年 5 月 30 日二一三年六月241. IntroductionTeacher discourse is one of the important parts in teachers behaviors and is usually used for organizing the classes and teaching students. In 1991, Nu
2、nan pointed out in Language Teaching Methodology that teacher discourse was crucial to classroom teaching organization and the students language acquisition, it is not only because teacher discourse can help teachers to achieve the perfect teaching efficiency, but also its demonstration role can hel
3、p students to get effective language input (Wang Boda 146). Teacher discourse is the important medium of English class, because it is not only the source of target language but also the main means of classroom management. The quality and the amounts of teacher discourse can influence and even determ
4、ine whether the class is a failure or success. Krashen pointed out that people only can learn English well by acquiring the comprehensible input information 4. In the second language classroom teaching, teacher discourse is the most reliable and largest information input for learners. Proper teacher
5、 discourse can help teachers to offer students effective language input to improve their ability of communication and influence their language output. Therefore, the study of teacher discourse in China has very significant value and realistic meaning. Studying the subject can promote English teacher
6、s to understand English teaching deeply and efficiently guide teaching practical activities.2. Overview of the Speech Act Theory and the Feature Analysis of Teacher Discourse2.1 Overview of the Speech Act TheoryThe Speech Act Theory refers to the theory concerned with the assumption of language acti
7、vities studied by Austin and Searle. In 1962, Austin published his cognitive masterpiece about the analysis of sentence- How to Do Things with Words. He pointed out that, although people had made the sentence analysis and classification from many angles of view, for example, the sentences was divide
8、d into the following types: declarative, interrogative, exclamatory and so on, the actual words of people in the practice was not to speak to speak, but speak to realize some kind of intent or achieve a particular purpose 1. In other words, people talk itself is to implement some kind of actions, du
9、e to this kind of behavior is achieved by means of verbalization, so he takes such human behavior as speech act, and its new perspective of explaining sentence is called the Speech Act Theory by academia. As far as Austins concerned, when people speak or carry out a speech act, they complete three s
10、ub-speech acts which are locutionary act, illocutionary act, and perlocutionary act at the same time. Austins view has caused a great stir in the field of language philosophy, linguistics, and cognitive science, and played a positive role in enhancing peoples language knowledge and deepening languag
11、e study. With the development of research, people found that Austin showed some self-contradiction in dividing the three categories of speech acts, for example, he thought that illocutionary act was the most important part among the three speech acts and was the key point of understanding and graspi
12、ng speech acts. Comparing with it, the other two speech acts are less important. Aiming at the self-contradiction of Austins theory, Searle pointed that there was no insuperable barrier in the three types of speech acts, on the contrary, they were interdependent and they could interconvert under cer
13、tain conditions. Based on this, he boldly proposed the assumption of Indirect Speech Act that every speech event represented a speech act, but sometimes this behavior was expressed more directly, sometimes more indirectly only. The shortage of Austin lies in that he only sees the direct speech act,
14、and lack of investigations about the indirect one. Searles explanations about speech acts are the inheritance and development of Austins view, which strengthens the explanatory power of the Speech Act Theory. Visible, complete Speech Act Theory should include the two persons theories on this issue.
15、From this theory, people can see that human language has natural communication function. The true purpose of learning and using language is not for other purposes, but for better work by using language. This kind of language viewpoint is helpful for us to master the nature of language and understand
16、 the essence of language communication, so as to better participate in communication.2.2 Feature Analysis of Teacher DiscourseIn the process of second language acquisition, teacher discourse has double features. On one hand, it is regarded as a kind of simple code for providing learners with compreh
17、ensible language input, and this code can help learners to understand the discourse and start corresponding communication. Therefore, some scholars interpret teacher discourse into the care from teachers in the classroom, and take this feature as formal one 10. On the other hand, teacher discourse i
18、s seen as an important means of teaching, organization, and management, and this feature is called the functional one. People usually pay more attention to the adjustment in language speed, stops, stressed syllables, vocabulary and syntax when studying the formal feature of teacher discourse 2 7. Ho
19、wever, when studying the functional feature, people attach much more importance to the amounts of teacher discourse, the ways of asking questions, interactional modifications between teachers and students, and the reflection to students reaction 17. Generally speaking, teacher plays a leading role i
20、n language teaching and teacher discourse is the main and direct ways to carry out teaching. However, Nunan thought that the importance of teacher discourse was not only embodied in classroom organization, but also in the learners process of language acquisition. The reason for the former is that te
21、acher discourse directly determines whether the teaching is a failure or success. The reason for the later is that teacher discourse is the main source of language input for learners 6. In Chinese language learning environment, second language classroom is the only place to learn and use foreign lan
22、guage for most students. Therefore, studying teacher classroom discourse has a great value.3. Brief Introduction of Jayuguan Experimental Middle School From September 2011 to January 2012, I took part in the teaching practice organized by Hexi University and became an internship in Jiayuguan experim
23、ental middle school.Jiayuguan experimental middle school was set up by the government in 2002, including primary school and junior high school. The students of primary school were transferred to Yifu primary school in 2006. Since then, the school became an independent junior high school. There are 2
24、6 classes, 1360 students, and 84 teachers in it and 75 percentage teachers are under 40 years old. The facilities of teaching and exercise are very complete and some modern teaching facilities are arranged in this school. In addition, the management of office support is very scientific and the servi
25、ce is very considerate, which makes students and teachers feel very comfortable and happy when they study and teach there.In teaching, due to teachers average age is less than 40 years old in this school, the teaching approaches are very flexible. Many young teachers under 30 prefer to choose Task-b
26、ased Language Teaching or Communicative Language Teaching to teach students, but there are also a part of teachers, especially who are more than 30 years old like to adopt traditional approach to teach. In addition, many young teachers stay the stage of accumulating teaching experience. Thus, when t
27、hey give lessons, the whole teaching process is less coherent than the classes of experienced teachers, but they always make great efforts to shorten the distance between each other. Generally speaking, Jiayuguan Experimental Middle school has abundant and excellent teacher resources.Students in thi
28、s school come from different places. Before they study here, they have received education of varying degrees, so their learning ability is different. During the class, most of students can take part in classroom activities, but there are also some students who are too shy to express their own opinio
29、ns or they dare not to answer questions because of their low English level. Although teachers try to take different actions to improve the whole English level of students, the teaching effect is not obvious. There is almost no communication between teachers and students in practical teaching. This p
30、aper aims to solve this problem by studying teacher discourse. 4. Analysis and Application of Teacher Discourse under the Pragmatic Function (Based on Experimental Middle School)I have observed and recorded the teacher discourse of several English classes in Jiayuguan Experimental Middle School. Thi
31、s paper will analyze the pragmatic function of teacher discourse from five respects based on Speech Act Theory.4.1 GreetingsIn the English class of Chinese environment, almost all English teachers first say hello to students, for example, “Good morning, class”, “How are you today?”, “Is everyone her
32、e?”, these greetings are typical teacher discourse and widely used in school. It is notable that these greetings themselves have no complex structure and profound meaning, but if they are used in a certain language environment, they can realize the greeting speech act. According to the Speech Act Th
33、eory, speakers every discourse act can express three speech acts at the same time. When teacher says “Good morning”, he first finishes the locutionary act. The purpose of this is to send his respect to students, which is the teachers illocutionary act. In addition, it also has a perlocutionary act t
34、hat is to establish class order, introduce formal teaching, and make students pay their attention to class. At the same time, it shortens the distance between teacher and students, builds a harmonious relationship, and lays a good foundation for classroom interaction, which play an active role in cu
35、ltivating students good study habits.It shows that greetings is not only for greeting, excellent middle school English teacher who is good at using short greetings to communicate with students can create active atmosphere in class and put his whole enthusiasm into classroom teaching. Whats more, tea
36、cher should understand students ideological tendency and give guidance and effective help with the attitude of fully understanding and trust, which can stimulate students to dig their own potential, in this case, the teaching effect will be very ideal. However, in the teaching practice, many teacher
37、s have insufficient knowledge of pragmatic communication function of greetings, thus they cannot get expected perlocutionary act results.4.2 InstructionsInstruction is the important means of organizing and maintaining the classroom activities applied by teachers. Instructions are used widely in teac
38、hing activities and can be classified into the following: (1) to trigger students behavior, for example, “Sit down”, “Open the books”, “Raise your hands” and so on; (2) to control discipline, for example, “Keep quiet, please”, “Dont make such noise” and so on; (3) to implement teaching, for example,
39、 “Repeat after me, please”, “Retell the story”, “Do the role play” and so on. These instructions can guide students language skills training and the management of communication activities. According to the Speech Act Theory, the purpose of instructions locutionary act is that teacher as speaker can
40、make students do something with different degree, or to change the objective, or to complete a task, and really coincide with the view of Speech Act Theory to “do things with words”. For this, teacher often chooses imperatives to issue instructions. And imperatives has the clear and concise, decisiv
41、e and effective features, thus the beginning of sounds, the listener will feel that the speakers words have a tough and pressing feeling. Thereupon, students will feel psychological stress, whats worse, the effect of instructions wont be given full play, and even some students will keep silent to re
42、fuse to carry out the instruction of teacher. Therefore, according to instructions different “action” intention, teacher should use varied tones of sentences to make students “do things with words”. For example, in Mrs. Nius class (who is the English teacher of Grade 9 in Experimental Middle School)
43、, she adopts different tones and sentences to issue instructions:a. For individuals, she adopts euphemistic, said a “request” questions “Would you?”, “Could you?” which easily relieve students psychological pressure and tension of individual to execute instructions. b. For the overall activities, sh
44、e chooses “Shall we + V”, “Lets + V” to issue instructions, converting “you” to “us”, which can shorten the distances between teacher and students, activate classroom atmosphere, arouse the enthusiasm of students, and stimulate their participation in the activities they interested in.c. For communic
45、ative activities, she use a word “Hush” to maintain classroom discipline by which she gets a quiet classroom and achieves the effect of “do things with words”, and creates a harmonious communicative atmosphere between teacher and students which ensure that classroom activities can keep going. In add
46、ition, the appropriate use of instructions can help students to regulate their conducts, therefore, teacher can really achieve the purpose of educating students.4.3 QuestioningSpeech Act Theory provides the different functions of question& answer discourse with theoretical ground. Asking questions c
47、an “do things with words”, that is, by means of asking questions (locutionary act) to indirectly issue an instruction (illocutionary act), and make hearer do things with this instruction (perlocutionary act), For example:T: Would you mind answering my following question?T: Which sentences showed tha
48、t peter was a strict lawyer?(The student hesitated to answer the question)T: It doesnt matter whether your answer is right or wrong. The most important thing is to say something in class.T: The third sentence- (The student offers the answer)In this example, the behavior of asking question excellently interprets the speesh act theory. Question “Would you mind answering my following question?” is the locutionary act, and by using “It doesnt matter whether your answer is right or wrong. The most important thing is to say something in class” to eliminate students worry. Students