On The Teaching Strategies Of Oral Communication In Junior High School Based On The Speech Act Theory

Oral communication is an indispensable part of Chinese teaching.Since the replacement of "listening and speaking training" by "oral communication teaching" in the Chinese Language Curriculum Criterion for Full-time Compulsory Education(experimental draft),with the efforts of Chinese education researchers and teachers,oral communication teaching of Chinese has achieved certain results both in theory and practice.But,due to the influence of stereotype thinking,oral communication teaching has not gone out of the conventional mode and framework of reading and writing teaching.Restricted by the examination system and the history of oral communication teaching,oral communication is in a relatively inferior position in junior high school Chinese teaching.In view of these reasons,the paper based on the Speech Act Theory to explore the effective strategies of Chinese oral communication teaching in junior high school,so as to seek the improvement of Chinese oral communication teaching in junior high school.The research is divided into four parts:The first part is an overview of Chinese oral communication teaching and speech act theory by using the literature research method.Oral communication teaching is a kind of teaching activity in which teachers guide students to standardize their oral expression,practice their oral communication ability and form their oral communication literacy in specific oral communication activities.Compared with listening and speaking training and daily conversation,oral communication teaching has the characteristics of situational generation,reflection,education and practice.The discourse of the Speech Act Theory reveals the relationship between words and deeds,and how to do things with words,including the trichotomy of speech act,pragmatic rules,context and conversational implicature,and pragmatic principles.Oral communication is a concrete form of human speech act.The exploration of human speech act activities by the Speech Act Theory coincides with the goal of oral communication teaching,which can provide theoretical and methodological guidance for oral communication teaching.The second part is about the investigation and reflection on the application of oral communication teaching strategies in junior high school.This part mainly uses the survey research method,from the four dimensions of teaching concept,teaching preparation strategies,teaching behavior strategies and teaching evaluation strategies,to investigates the current situation of the use of oral communication teaching strategies in junior high schools in G province.The purpose of this part is to probe into the problems existing in the use of oral communication teaching strategies in junior high school.The results show that there are some problems,such as the deviation of teachers’ teaching concept,the lack of instruction in teaching preparation,the over-patterning of teaching behavior and the imperfection of teaching evaluation system.The third part is the basis for the formulation of oral communication teaching strategies in junior high school.Firstly,the paper arranged the teaching objectives and teaching materials of oral communication in junior high school Chinese by using the textual analysis method.It is found that the stage goals of oral communication teaching is characterized by spiraling in three aspects: standardizing oral language,practicing oral communication ability and cultivating communication competence.Secondly,it analyzes the characteristics of junior high school students’ speech development and the psychological barriers of oral communication learning.In addition,the the learning-centered theory can provide theoretical basis for the formulation of oral communication teaching strategies.The fourth part is the exploration of junior high school Chinese oral communication teaching strategy under the guidance of the Speech Act Theory.According to the survey results of the current situation of the use of oral communication teaching strategies in junior high school and the basis of the formulation of teaching strategies,and guided by the Speech Act Theory,this part puts forward the teaching strategies of oral communication in junior high school from four dimensions: teaching preparation,teaching process,communication principle and teaching evaluation.The strategies are as follows: the strategies of teaching content analysis and teaching objective design under the guidance of speech act rules;the strategies of constructing common knowledge background,selecting communicative topics and creating communicative situations;the strategies of cultivating communicative attitude and developing communicative skills under the guidance of pragmatic rules;the strategies of teaching evaluation based on student performance.Besides,the paper designs and analyzes the teaching strategies by setting an example of one of the oral communication special topic in junior high school.Innovation:1.The research perspective is new.This study is based on an interdisciplinary perspective,with Speech Act Theory as the theoretical basis,and constructs the teaching strategy of Chinese oral communication in junior high school,which opens up the perspective of oral communication teaching research to a certain extent.2.The research content is new.This study explores the convergence of Speech Act Theory and oral communication teaching in order to seek theoretical support for oral communication teaching.