Analysis of the Use of Speech Act Theory in English Teachers' Language

Authors

  • Kefan Zheng

DOI:

https://doi.org/10.54097/2gtdbk44

Keywords:

Speech Act Theory, Teacher Language, English Teaching

Abstract

The English curriculum standard emphasizes the cultivation of students' core literacy, which cannot be developed without the construction of language environment. Among the many elements affecting the efficiency of English teaching, teacher's discourse occupies an important position. Teachers' discourse has an important influence on the issuing of instructions, the construction of questions, the promotion of activities and the interaction with students in the English classroom. Therefore, based on verbal behavior theory, it is of great significance to explore teacher discourse in the English classroom to improve the teaching ability of English teachers, enhance students' learning efficiency, and realize the teaching goals with high quality.

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References

Ministry of Education of the People's Republic of China. English curriculum standard for general high schools (2017 edition revised in 2020) [S] Beijing: People's Education Press, 2020.

Fu Xitao. (2004). A review of speech act theory research. Seek (06), 174-177.

Tang Yanyu, Liu Shaozhong. (2003). Pragmatic analysis of teachers' language. Foreign Languages and Foreign Language Teaching (01), 19-23.

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Published

27-05-2024

Issue

Section

Articles

How to Cite

Zheng, K. (2024). Analysis of the Use of Speech Act Theory in English Teachers’ Language. Journal of Education and Educational Research, 8(3), 155-157. https://doi.org/10.54097/2gtdbk44