An Investigation Of Classroom Discourse Of High School English Teachers In Anshan From The Perspective Of Speech Act Theory

“The New Standard of English Curriculum for Senior High School ”(2017)states that in daily teaching activities,teachers should combine the topic context with the teacher's discourse to guide students to speak,talk and discuss.In classroom teaching,it is necessary to use teacher's classroom discourse constantly to reproduce topic-related words.It can help students use mind map to sort out text information and organize topic-related words.This shows that teacher's discourse is not only a carrier of teacher's teaching in classroom teaching and learner's language acquisition,but also an important source for students to obtain language input to improve core literacy.Therefore,it is of great significance to study the current teachers' class room discourse and find measures to enhance teacher's classroom discourse for better education.This study attempts to study the use of high school English teacher's classroom discourse in Anshan by using observation and interview.By observing the classroom records of 20 high school English teachers in Anshan,choose ten teachers of the same lesson types for research and interviewing six of the English teachers and some students who participated in classroom teaching.The present situation and problems of classroom discourse of English teachers in Anshan are clarified.And the framework of locutionary act,illocutionary act and perlocutionary act is used to analyze the various parts of English teacher's classroom discourse: discourse of classroom teaching(lecturing and questioning),discourse of classroom management(greetings and instructive directives),and feedback discourse.The major findings of the present study are presented as follow:.1.Teachers tend to repeatedly use only a few simple sentences as greetings,while most of the instructive directives take the form of imperative sentences.2.Some teachers' lecturings are too simplified,with only display questions in the question setting and the questionings show the same trajectory.3.Even though teachers responded positively to student responses,they neglected connectivity of feedback words,with rare using of heuristic feedback.Based on speech act theory,the researcher put forward several suggestions:(1)Making good use of classroom greetings to pull in the teacher-student relationship;issuing appropriate instructive directives to motivate students to participate in the classroom.(2)Setting classroom problems cleverly and expand students' thinking space;pay attention to the discourse quality of lecturing,and realize the student-centered.(3)Expanding students' thinking space,optimizing classroom feedback,and encouraging students to express.