The Study Of Secondary School Teachers' Speech Act Of Classroom Instruction

This paper stands in the position of pragmatics,from the perspective of communicative intention,with the observation of middle school classroom teaching and the facts of the classroom activity analysis to comprehensively describe and systematically interpret the implementation process of speech act in middle school teachers' classroom teaching,that is the implementation procedure of inform communicative intention.This study aims at solving the core problem: the secondary school teachers how to fulfill their communicative goal of informing students specific intention through the form of language.The text consists of eight chapters.Chapter 0 is a brief introduction.This chapter mainly expounds the research origin,research significance,research position and ideas,research method and utterance materials.Chapter 1 introduces the reference documents.This chapter reviews and summarizes the research status of teacher's teaching language at home and abroad.The ideas and results of research of forefathers lay the foundation,widen the angle of view and provide the reference for the study.Chapter 2 presents the nature and structure of the middle school teachers' classroom teaching speech act.This chapter is the basis of this paper.Teachers' classroom teaching language is a kind of institutional discourse.It informs of verbal communication behavior as the core of the communicative intention.On the basis of Lv Mingchen's(2005)verbal communication behavior structure,I outline the middle school classroom teaching verbal communication behavior structure.It is composed of the subject of inform communication,intention of inform communication,inform utterance form and context of inform communication.Inform communicative intention is the core elements.Classroom teaching verbal communication around the realization of inform communicative intention.Chapter 3 introduces the inform speech communication subject.This chapter detailedly analyzes and expounds communication effect affected by the subject's needs and wishes,communicative role and communicative relations between the main bodies.Subject discourse role and other social roles together make up communication role,dominant role for the social role and family role,hidden characters including the role of objective factors and subjective factors.Communicative relationship between the main bodies refers to the relationship which play a role in communicative contexts can be acknowledged by subjects,mainly for social and emotional relationship.Subject through the choice and regulation of communication role and communication relations to realize inform effect.Chapter 4 is the analysis of classroom inform language form.This chapter focuses on the analysis of prominent characteristic language forms in speech communication of the middle school classroom teaching.Based on the corpus,mapping mode of classroom inform discourse forms including SIM mode,M mode,IM mode,SM mode,S1 IM mode and S2 IM mode,SIM mode is a typical mapping model.Inform intention is mainly characterized by stylized inform intention discourse marker,including teacher's dominant,student's dominant and their dominant,its location can be first,middle and last,has the identification function,highlight prompt function and emotional function.Chapter 5 is the analysis of teaching discourse construction.This chapter focuses on the analysis of the typical and distinctive construction forms of teaching discourse.There are three kinds of teaching discourse dialogue form: teachers monologue form,dialogue form of teacher or student and synthetic form.Synthetic form is a typical teaching discourse dialogue form.There are three kinds of teaching discourse topic introduced form: direct introduction,link introduction and transformation introduction.Teaching discourse process manifest specific process of discourse markers,including topic sort marker,topic open marker,topic advance marker and topic end marker.Chapter 6 is the realization of the middle school teachers' classroom teaching speech act.This chapter systematically illustrates the implementation process of inform communicative intention,that is the generation process of teaching discourse.Inform implementation structure and inform event structure constitute the realization structure of inform communicative intention.It is the basic standard to predicate effect of classroom teaching speech act in middle school teaching.SXTJ1-5 is the realization condition of inform communicative intention.On this basis,I build realization condition mode of inform communicative intention and summarize pattern of realizing communicative intention.This is the basic standard to determine whether utterance form can achieve communicative intention or not.This “identification----activation” process is the implementation mechanism of inform communicative intension.Teachers' utterance form by identifying a particular implementation conditions,activate the realization condition of inform communicative intention and build the connection between discourse forms and inform communicative intention.Selection and understanding of utterance between teachers and students must follow the relevant implementation principles,objective principle and adaptive principle play prominent role in speech communication of middle school classroom teaching.The realization condition of inform communication intention: has implemented structure,identity realization condition,activate schemata of implementation conditions,follow the principle of implementation,realize the communicative intention and generate teaching discourse.From this I construct“ inform communicative intention-inform implementation structure-inform implementation condition-inform implementation principle – inform utterance form” realization model of inform communicative intention.Chapter 7 is the epilogue.This paper includes the disadvantages of this paper and future research direction.