Research On Chinese Teachers’ Class Verbal Behavior Of Junior High School

Pointed out by the Chinese Curriculum Standards of Compulsory Education, the teachers should become the organizer and guide learning activities, teachers and students should communicate equally. This dialogue is the language as carrier, verbal behavior and results. As one of the main ways of classroom communication between teachers and students, the efficiency of speech role and the speech act can not be ignored. Whether the lesson will go smoothly with the presetting, whether the students will have generated new that can effectively study in the classroom learning, whether classroom atmosphere is active, whether the classroom teaching benefits teachers as well as students can have the effect of, which has a close relationship with the verbal behavior of students and teachers in the Chinese class. As a result, the study actuality analysis of the classroom speech act, which has important significance for promoting the equal communication between teachers and students, and seeking effective teaching methods.This study through the literature method and observation method, based on speech act theory as the guide, to what, the junior middle school teachers in the special education classroom how to say, why the situation that analysis, presents the teachers in junior high school Chinese classroom survival status, and put forward the strategy of using speech act, intended to improve teachers’ speech act from the aspects of speech quality, the improvement of classroom communication between teachers and students.This research can be divided into three parts:In the first part analyses Chinese teachers’ the locutionary act, the illocutionary act and perlocutionary act by the theory of three part speech act of Austen, and the theory of Searl that he put five parts into the illocutionary act.The second part is the summary of characteristics of Chinese teachers’ verbal behaviors in junior high school. Based on the analysis of teachers’ verbal behavior, and summarized the characteristics of teacher’s speech acts, namely, clear purpose, role internalization, emotional communion, authority，communication dialogue and conscious suggesting. The third part of the junior high school language teachers classroom verbal behavior is using the strategy, the in-depth study of the speech act theory, creating interactive speech situation and pay attention to selecting appropriate speech acts.