A Comparative Study On Teacher Talk Between Expert And Novice English Teachers Of Senior High Schools-from The Perspective Of Speech Act Theory

In language classroom,teacher talk serves as the media of information transfer,and offers an important method to acquire language input for language learners.The content of English teacher talk can perform some actions,thus this thesis analyzes English teacher talk in senior high schools from the perspective of Speech Act Theory.According to Austin's Speech Act Theory,language can be used to implement an act of a certain speech in certain contexts.Teacher talk can produce the effect of each speech act in teaching procedure,especially in language teaching procedure.Therefore,Speech Act Theory and teacher talk play non-negligible roles in the research on language teaching.As far as expert and novice English teachers are concerned,the more attention paid to the preparison before class by novice English teachers does not necessarily mean better performances in class.Based on Speech Act Theory and taking Foshan Shimen Middle School as an example,this thesis tries to conduct a comparative study on expert and novice English teacher talk of senior high school and offer suggestions that improve English teacher talk.In this study,the author adopted observation and questionnaire as research instruments and took expert and novice teachers and their students as research subjects.Research questions explored similarities and differences between expert and novice English teachers from the perspective of Speech Act Theory,and different performance from teachers lead to different impacts on students' academic confidence in terms of greeting,instructive directive,lecturing,questioning and feedback.Data analysis shows that both expert and novice teachers can achieve the act of literal meaning in terms of the five aspects of teacher talk from the perspective of locutionary act,while differences exist from the perspectives of illocutionary act and perlocutionary act.In greeting aspect,expert teachers could help students prepare for their class,with interactive awareness;while novice teachers are lack of creativeness without clearly interactive awareness.In terms of instructive directive,expert teachers consciously achieve management,transition,teaching these three dimensions,while amounts of novice teachers' instructive directive words are excessive without specific teaching aims.In terms of lecturing,expert teachers have slow speed and various language forms,while novice teachers have fast speed and single language form.In terms of questioning,expert teachers pay more attentions to methods,objectives,language structures.In terms of feedback,expert teachers skillfully command time,methods,mood.In terms of the impacts on students' study from different teacher talk,teacher talk of expert teachers are more efficient than that of novice teachers in improving students' academic confidence,and therefore improving students' ability of foreign language learning.It can be seen that Speech Act Theory has great importance in language teaching,and teacher talk is crucial to the organization of classroom language teaching and assisting students to learn foreign language.This thesis could effectively help novice teachers improve teaching ability of classroom discourse,so that realize superior foreign language teaching quality.