| Primary school language teachers’ classroom verbal behavior is an important factoraffecting the quality of language teaching in primary schools. This study focused on thisissue, on the basis of existing relevant research at home and abroad over, using the casestudy method, using the opportunity to author educational practice, an elementary schoollanguage teachers for classroom verbal behavior for a period of six months of in-depthobserve, analyze the problem and its causes sample classroom teacher verbal behaviorexist, and made several recommendations to solve the problem, in order to provide areference for the improvement of primary school language teachers in the classroomverbal behavior.The study is divided into five chapters:The first chapter describes the concept of primary school language teachers in theclassroom verbal behavior and basic functions. Study in order to define the core conceptsof language, speech acts, verbal behavior of teachers, elementary school classroom verbalbehavior, such as language teachers, language teachers in primary and basic functionsclassroom verbal behavior summarized as knowledge transfer function, emotionalcommunicative function, aesthetic features demonstration, evaluation four guidingfunction.The second chapter analyzes the framework constructed language teachers in primaryschool classroom verbal behavior, including elements of the basic types andcharacteristics of the three dimensions of disciplines. Among them, the constituentelements including voice, intonation, rate of speech, grammar, vocabulary five elements.The basic types of speech based on the different actors into a monologue speech act andconversational speech acts, according to different purposes into teaching speech acts ofverbal behavior, verbal behavior and management of conventional speech acts, accordingto the speech act of default or not they the default behavior of speech into an impromptuspeech act. According to the characteristics of language subjects, classroom disciplinecharacterized by primary school language teachers, including the accuracy of the verbalbehavior, emotional, inspiring, and so vivid and interesting.The third chapter of classroom verbal behavior and characteristics of the datadescription. A teacher’s first classroom verbal behavior to evaluate the five basicelements of style data description, and presents the teaching of verbal behavior,management of speech acts, conventional speech act, speech act monologue,conversational speech acts, the default of speech acts, impromptu speech act this timeseven latitude distribution, and the ratio of the Church in a regular class in theirrespective share of the gradient type and chart-based data description, followed byanalysis of the elements characteristic a classroom teacher verbal behavior, timedistribution characteristics and types of features.The fourth chapter analyzes the teachers’ classroom verbal behavior problems andcauses. A teacher’s classroom behavior problems in speech mainly verbal garbage, speechcentralization, poor verbal information, such as seeking the same thinking, the maincause of these problems include issues of labor quality, cultural edification and teacherquality and other aspects.The fifth chapter presents primary school language teachers to improve classroomverbal behavior of a number of recommendations. In school teaching management system, the proposed strengthening language skills of teachers training, reform of teacherevaluation system, active school culture three-pronged strategy; On a personal teacher,proposed to comply with verbal expression norms, language subjects close feature,attention classroom speech quality, enhance mental literacy teachers in four areas ofrecommendations. |
