Critical Discourse Analysis Of Teachers’ Educational Oral Language In Ganzi Tibetan Autonomous Prefecture

It is said that "the teacher, proselytizes, instructs, and dispels doubts". To teach the students how to be an upright person preservation. In the minority areas,education status is more complex than other areas because the students are facing the multicultural impact. As a result, their outlook of life and values require more guidance from their teachers.Therefore, appropriate teaching methods are very important for these students in remote minority area with the unique culture background.So the duty of the teacherin there is not only to teach advanced cultural knowledge, but also help them to establish a correct outlook on life and values,and, more importantly,form a healthy personality, then, to promote the prosperity and stability of minority areas. However,we found that there still exist some problems which obviously inconsistent with the modern education idea of China in these teachers’ educational speech acts through the survey of two primary schools in the Ganzi Tibetan Autonomous Prefecture.There still lays a big gap between the education status in there and in non-minority areas. We can obviously feel the unfairness of education these area shows.Therefore,it is essential to conduct a research on the teacher’s educational oral language in order to achieve the fairness and development of education even regional stability in the ethnic area.This dissertation is divided into four chapters to discuss the implementation status and existing problems of teacher’s educational oral language in Ganzi primary school.The first chapter mainly discusses the research background,significance,methods, related concept definition and theory used in this paper.The second chapter discusses the research status of teacher’s educational oral language.The third chapter is the key to this dissertation. We analyzed the locutionary,illocutionary,perillocutionary of teacher’s educational speech acts. Besides,we discussed the existing problems and the reasons of these teachers’ oral language.The fourth chapter put forward some countermeasures and suggestions for the existing problems of the teachers’ oral language.