Gender-related Difference In Classroom Speech Act Of College Teacher

As the main medium of communication in the classroom teachers and students, Classroom teaching language plays a vital role. On the basis of relevant linguistic theory and teaching theory, starting from the investigation , the author brought about a preliminary exploration on different forms of gender expression and differences in the contents of university teachers in the classroom .In this paper, the author studied gender differences from the voice, speed, tones in teachers. And in accordance with the general theory of speech act and the basis theory of classroom teaching, classroom teaching of speech acts are classified. From the teaching behavior, behavior question, feedback and behavior-control, the author study the differences in speech act of men and women teachers in the classroom environment. In this study, a literature survey method, case studies and questionnaire method are adopted. The author takes a University in Liaoning Province as an example, choosing 20 teachers and 192 students whom conducted a survey of the differences of Speech Act between men and women teachers. In the survey analysis, 95% college students believe that there is an obvious gender difference of teacher classroom speech acts, 61.3% of the students felt female teachers more inclined to use more standard voice, tone, sentences. 48.3% of students considered that male teachers increase greater use of the tone and emphasis, while 51.6% of the students believe that female teachers use of the tone of uncertainty. 56.4% of students considered that the performance of female teachers show more hesitation. Male teachers tend to talk about the political, economic, science and technology, work-related examples, and more female teachers tend to talk about family, health, self, feelings, knowledge and other topics. All these prove that male and female teachers have different preferences topic. 66.2% of students considered that more female teachers ask questions, also in recognition of more students.In this paper, the study of gender differences in teacher verbal behavior is a meaningful attempt to both the language of gender research and research on language teaching. Studying the speech acts of teachers from a gender perspective, I believe that the study will bring new perspective to teacher language.