The Study On The Theacher’s Feedback Speech Act Of Language Teaching Activities In Kindergarten

Feedback speech acts are the teachers’ language responding to the performance and behavior of children in language teaching activities. For children, feedback speech acts play an important role to influence their choice behavior, emotional development and the evolution of thinking, and so on.There were the21videos of language teaching activities collected by myself in the kindergarten. Furthermore,1obtained58,101-word language research data by means of transferring the dialogue between teacher and children as a text literally. I Filtering out580feedback speech acts as fragment and login by using two procedures of sub-sample data proposed by Bogdan and Biklen. Through reading of the coded material repeatedly, the researcher, in line with the analysis of the path from concrete to abstract, explicit teacher’s feedback speech acts mainly in the following four areas: standardized scenarios, penetration emotion, regulate expression, pointing to thinking.Quantitative empirical analysis shows the general distribution of the multi-type of teacher feedback speech acts, and the distribution of the special type of teacher feedback speech acts. For language teaching activities, teachers’ feedback speech acts, presented vary by its basic characteristics.In addition, scenarios try to explain explicitly why teachers initiate and develop the feedback speech acts in language teaching and learning activities. Many study sho wed that the teachers’ feedback speech acts focus on the followings:1. regulation situa tion, for example, sitting regulation, the scope of speech, and the pursuit of speed;2. P enetration of emotion, such as concern of "disadvantaged communities", shifting the r ole of "authority" and "tenderness", equal appreciation and gratitude, lead to criticism of deterrence:3. standardized language:the stringent Putonghua pronunciation, focus on the use of vivid words, promote the integrity of the representations in, follow the sp ecific expressions of the text;4. Thinking point:Open the program response of the oth er speakers; judge the accuracy of the answer; repeat answer; guide to answer thinking direction; advancing the interpretation of answer the reply to the main; encouraged to answer the "originality".Each speech hints the speaker’s intention, based on this premise. I analyse the implicit concept of teachers’ verb by the three perspectives:scenario settings, role playing and knowledge assessment. Finally the researcher proposes some guidelines for teachers.