Research On Speech Acts Of Cadet Teacher In Classroom

Basic education curriculum reform ultimately rely on teachers to carry on, which puts forward higher request to teacher's quality,and teacher's speech acts in classroom are essential part of it.There is no doubt that teacher's speech acts in classroom are the key factor affecting the teaching effect.without teacher's good language expression, it is impossible to achieve good teaching effect.As prepare teacher for coming to the platform, cadet teacher's speech acts in classroom also have important influence on the quality of teaching.The study is divided into five parts:First of all, the concepts and the basic functions of cadet teacher's speech acts in classroom are expounded.This study defines speech act and cadet teacher's speech act,and summarizes the basic function of teacher's speech acts in classroom in imparting knowledge, developing ability and stimulate the enthusiasm three aspects.The second,the analysis framework is designed through summarizing requirements which the excellent teacher's speech acts in classroom should reach.This research mainly analysis of teacher's speech acts in classroom from the two dimensions,respectively which is constituent elements and basic classification. Constituent elements include pronunciation, intonation, speed, vocabulary and grammar five aspects.There are three kinds of basic classification.First,According to the difference of main body of speech acts, teacher's speech acts in classroom can be divided into monologic speech acts and conversational speech acts.Second,According to the difference of purpose of speech acts, teacher's speech acts in classroom can be divided into instructional speech acts and managerial speech acts.Third,According to the difference of generation of speech acts, teacher's speech acts in classroom can be divided into presupposed speech acts and unprepared speech acts.Again, with mathematics cadet teacher in the primary school as an example, the teacher's speech acts in classroom are analyzed and evaluated.Evaluation can be divided into very good, a bit good, general, a bit poor and very poor five levels.Through the observation,the author found that: in constituent elements dimensions, the performance of cadet teacher's speech acts in classroom isrespectively very good, a bit good, a bit good, very good and very good.In basic classification dimensions, cadet teacher's speech acts in classroom classified by the main body of speech acts give priority to with conversational speech acts.The performance of monologic speech acts is a bit good;the performance of conversational speech acts is general.cadet teacher's speech acts in classroom classified by the purpose of speech acts give priority to with instructional speech acts.The performance of Import language,explain language, ask questions, feedback language and conclusion language, respectively is a bit good,a bit good,general,general and a bit good.The performance of speech acts for organizing teaching management is a bit good, and the performance of speech acts for discipline management is general.Then, the problems existing in the cadet teacher's speech acts in classroom are summarized, and the cause are analyzed. The problems existing in the cadet teacher's speech acts are summarized as conversational speech acts becoming a mere formality,ask language lacking of depth,feedback language being inflexible and unprepared speech acts lacking of tact four aspects.The reasons why teacher's speech acts in classroom exist problems mainly has two aspects:normal colleges training and guidance being adequate and the cadet teacher their own circumstances being not good enough.At last, the improving strategies of cadet teacher's speech acts in classroom have been propose.The author thinks that,to improve the cadet teacher's speech acts in classroom,we can begin from strengthening pre-service teacher's verbal skills training, improving the system of the master internship teaching and cadet teacher's self-learning, introspection and reflection three aspects.