初中英语教学中教师课堂用语的构建与应用_英语论文.doc

Abstract

English Teacher Talk plays a dual role in ELT classroom teaching, it is not only the important tool of organizing teaching for teachers, but also the main source of language acquisition for students. Adopting appropriate Teacher Talk in the organization of class can stimulate students’ learning interest and strengthen their confidence in learning target language. First of all, the paper lists the present problems of Teacher Talk in teaching practice. Then it discusses ways of how to construct Teacher Talk from the following aspects: construction of beneficial language learning environment; construction of sufficient interaction and construction of harmonious relationship. This paper mainly uses the Speech Act Theory to analyze the pragmatic function of Teacher Talk from five aspects including greetings, instructions, questions, preaching and feedback and discusses how Teacher Talk is applied in English classroom teaching by means of examples based on this theory. Studying Teacher Talk in foreign language classrooms and how it is used can promote the deep understanding of teaching for teachers so that they can effectively guide the classroom teaching practical activities. 

Keywords: Teacher Talk; Speech Act theory; English teaching; construction and application.

Contents

Abstract

摘要

1. Introduction-1

2. Literature Review-1

3. Overview of Teacher Talk-2

4. Present Problems of Teacher Talk in Teaching Practice-4

4.1 Lack of Building Beneficial Language Learning Environment-4

4.2 Lack of Fully Teacher-student Interaction-5

4.3 Lack of Harmonious Relationship with Students-5

5. Construction of Teacher Talk-5

5.1 Construction of Beneficial Language Learning Environment-6

5.2 Construction of Sufficient Teacher-student Interaction-6

5.3 Construction of Harmonious Teacher-student Relationship-7

6. Application of Teacher Talk-8

6.1 Application of Greetings-8

6.2 Application of Instructions-8

6.3 Application of Questions-9

6.4 Application of Preaching-10

6.5 Application of Feedback-12

7. Conclusion-13

Works Cited-14