Research of Speech Acts of Teachers and Students Based on the Classroom in Elementary School
|School||Northeast Normal University|
|Course||Curriculum and Pedagogy|
|Keywords||speech acts organizing statement questioning response answering|
This research is about constitutes, status and characteristics in speech acts of teachersand students based on classroom in elementary schools in the method of observation andcase-study. Part 1 mainly expatiated on the theoretical basis of the study. And part 2illustrates the statistics and analysis on the data from teachers and students’ speech actsbased on the observation of twenty-four lessons in a certain elementary school. In part 3, Idid a case-study on a Chinese class particularly.Based on the observing data, the ration between the teacher and students speech actsis 3:2.Teacher’s all speech acts account for 60% in one lesson including 17% of theorganizing speech, 9% for statement, 20% for questioning and the rest 14% for responsesand feedback while the speech acts of students only account for 40% consisting of 31% ofanswering, less than 1% for questioning and 8% of other speech acts.It is indicated that teacher’s speech acts is prior to his students’. The distribution ofteachers’ speech acts is relatively balanced. On the opposite, that of students’ speech acts israther simplified. Speech acts may differ in varied subjects, types of lessons, grades,teachers’ gender and age.In conclusion, teachers’ teaching mode is totally different from that of before. It seems that teachersare paying more attention to teacher and students’ communication. But it’s far less than enough. It issuggested that teachers should pay more attention to types and levels of questioning. They shouldprovide more feedback speech acts and require deeper thoughts from students during the teachingprocess. As teachers, it is preferred to improve the quality of the intercourse in the classroom.