A Study On The Influence Of The Address Forms Of Junior High School English Teachers On Teacher-student Relationship

The forms of address has extremely rich social and cultural connotations.Whether and how to address is the reflection of social and psychological distance.The teachers often need to address students in the class.The appropriateness of teachers’ address forms will directly influence the distance between the teachers and the students,thus affecting the teacher-student relationship.Therefore,the present study took twelve teachers’ address forms,who came from S Middle School in Xinjiang,as research object,and use face theory,speech act theory,and the theory of power and solidarity as the theoretical basis.The researcher collected,collated and categorized the address forms by using classroom observation method,and surveyed the current status of the teacher-student relationship in the studied class by using questionnaire surveys,and at last,explored the underlying causes of the impact of address forms on the teacher-student relationship by using interview method.This study focused on the following three questions: 1.What is the present usage of classroom address forms which used by junior high school English teachers and what is the current state of teacher-student relationship? 2.What impact does the junior high school English teachers’ address forms have on teacher-student relationship? 3.What are the reasons for the influence of junior high school English teachers’ address forms on teacher-student relationship?It is found: 1.There are two categories,nine types of teacher address forms.Among them,in the category that addresses students as a whole,the most commonly used type of teacher address forms is “boys and girls/everyone/you”,and “children” is the least using type.In the category of addressing students as individuals,the most common using type of teachers’ address forms is “last name + first name” and “title” is the least using type.In addition,the number of the use of address forms has been decreasing with the increase of grades.From the perspective of the function of the English teacher address forms,its functions include identification function,interpersonal relationship instruction function,emotional instruction function and acting function.Besides,the results of teacher-student relationship survey show that the teacher-student relationship of the survey object tends to be positive.From the perspective of grade comparison,the teacher-student relationship becomes more and more tense with the increase of grades;2.Through a one-dimensional regression analysis of the relationship between English teacher address forms and teacher-student relationship,it is found that the English teacher address forms can explain 16.2% of the teacher-student relationship variation,that is,the English teacher address forms has a certain influence on the teacher-student relationship.From the perspective of the influence features of the English teacher address forms on the teacher-student relationship,the impact shows grade differences.The use of more intimacy address forms in the first grade,the use of emotionally neutral address forms in the second and third grades,and no use of “zero address form” are beneficial for the active and harmonious development of the teacher-student relationship.3.The power and solidarity between teachers and students,the present usage and aims of teacher address forms,and the psychological development characteristics of students are the reasons of the influence of the English teachers’ address forms on the teacher-student relationship.Based on the research results,this study draws the following three implications: 1.Enrich linguistics theoretical knowledge to properly use the teacher address forms;2.Pay attention to the importance of teacher address forms to promote the harmonious development of teacher-student relationship;3.Pay attention to students’ preference for teacher address forms to better guide the construction of harmonious teacher-student relationship.