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1.doc
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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
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