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

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 1. Introduction Teacher discourse is one of the important parts in teachers’ behaviors and is usually used for organizing the classes and teaching students. In 1991, Nunan 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 help 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 determine 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 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 teachers to understand English teaching deeply and efficiently guide teaching practical activities. 2. Overview of the Speech Act Theory and the Feature Analysis of Teacher Discourse 2.1 Overview of the Speech Act Theory The Speech Act Theory refers to the theory concerned with the assumption of language activities studied by Austin and Searle.