A Pragmatic Study of Teacher Talk in English Classes of Junior High Schools
|School||Northeast Normal University|
|Keywords||Classroom teaching Teacher Talk Discourse types Pragmatic Study|
In English class, the teacher talk tools to organize teaching activities, is an important means to control students' classroom behavior, is also the target language input vector, it provides us with a good perspective of second language acquisition research. More and more researchers realized that learning English should cultivate and improve the learner's communicative competence as a key to change the input mode, the dominant position in the interactive activities to highlight learners. Longman Dictionary of Applied Linguistics (1989) the Teacher Talk defined for teachers in the teaching process language. Hakansson (1986) that will affect the quantity and quality of teachers' discourse, and even determine the success or failure of the classroom teaching. English classroom is the main place for students to practice and use English the student language communication ability is mainly dependent on the classroom teaching our students hard-to-reach real English language environment, This means that English teachers should pay more attention to the quantity and quality of input by the teacher talk. Classroom teaching is a communicative process of teacher-student interaction, teacher talk like a line to guide and organize students to actively participate in a variety of classroom communicative activities, exchange of information, to express the thinking of the environment and the opportunity for students to create consultation through two-way communication and meaning promote language acquisition. Classroom discourse analysis is one aspect of the classroom process research. Since 1952 Harris proposed the concept of \1970s many foreign scholars, teachers language painstaking research. Many scholars have a large number of theoretical and empirical research, were from discourse analysis, corpus analysis, linguistics and pragmatic point of view of the school teacher language teacher talk. From the beginning of the fifties and sixties of the last century, Chinese scholars started to pay attention to the foreign language classroom discourse analysis and research, mainly in the number and type of teacher talk, teacher talk in language learning, teachers ask questions, ask questions waiting time feedback and error correction. Inspired by the research abroad and domestic in recent years, there has been some empirical investigation and research. Such as: Zhou Xing, Zhou Yun (2002), the investigation and analysis of the discourse of the \Zhao Xiaohong (1998) study in Chinese English teacher-centered classroom teaching, teacher talk proportion. Overall, our study seems to stay in the areas of Language Arts teachers, or just stop at the level of general description language teachers or materials collected, there is no binding theory of this A special vocational language system. At present, China's English teachers in classroom discourse has not formed a more comprehensive theoretical system, and high school English teachers in classroom discourse few. Therefore, in the case of domestic subject little research, this study, the use of natural survey method (Classroom Record), the use of speech act theory and face theory try from Pragmatic Approach On the high school English teacher talk strategy and function trying to find ways to improve the effectiveness of the junior high school English teachers in classroom discourse to promote English teaching services.