Study of Junior Middle School English Teachers’ Discourse from the Perspective of Speech Act Theory

Siyi Liu

doi:10.54097/8nefjv68

Authors

Siyi Liu

DOI:

https://doi.org/10.54097/8nefjv68

Keywords:

Speech Act Theory, Teacher Discourse, Junior Middle School Teaching

Abstract

English classroom is a real communication environment. The communication between teachers and students constructs a special classroom culture. Teachers’ discourse plays an important role in the effectiveness of the classroom, the enthusiasm of students and the communicative feature of English. This paper will start from Austin’s speech act theory, analyzing effective and ineffective classroom discourse based on the classroom discourse of junior middle school English teachers. The paper draws the conclusion by analyzing the theory and by the case study. The classroom discourse of junior high school English teachers should conform to the characteristics of the students they teach. Secondly, teachers should pay attention to the standardization of their own discourse in class. Finally, teachers should pay attention to the quality and effect of classroom discourse.

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References

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