Dissertation > Excellent graduate degree dissertation topics show

College English Teachers' verbal behavior audiovisual Lessons

Author: HanYu
Tutor: QiHongYing
School: Jilin University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Teacher Talk Speech Act Theory Illocutionary act theory Teacher questions Teacher feedback
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 160
Quote: 0
Read: Download Dissertation

Abstract

Lessons Teachers College English audiovisual speech act research on teachers discourse research began in the 1970s, mainly in primary and secondary schools. With the social development researchers are increasingly aware of the importance of teacher talk, so widening the field of research to university teachers discourse studies. But for universities in China accounts for a considerable proportion of vocational college teachers discourse research has not been given due attention. Domestic first College English Teacher Talk about a research paper published in 2006, so far only five years. Then after another domestic journals on research in this area, but from the point of view the number of other aspects have not yet been given serious attention. Teacher talk is necessary to improve English teaching effectiveness factor, only through high-quality teachers to impart knowledge discourse, classroom organization, giving demonstrations, teaching English in order to achieve the desired results. Higher input annually to all walks of life a lot of talent, and quite a few people on the job plays a pivotal role. The development of English social globalization of social life to become a vital tool, thus improving vocational English teaching effect is imminent. Nunan said teacher talk is not only teachers teaching plan execution tools, while still a student of an important source of language input, so it is in the organization of classroom teaching and learner language acquisition process plays a vital role. Research on vocational teacher talk can make English teachers, especially young teachers regulate their own language, and enhance professional language awareness, improving teachers' language skills and to improve teaching effectiveness, of great significance. In this study, Austin and Searle's speech act theory. Austin in 1955 at Harvard University's lecture series \His speech act theory in the speech act is divided into three parts: the locutionary act, illocutionary act and perlocutionary act, and that this three-part complement each other. Earlier research done from researchers have focused on the three-part division. Austin, Searle in his mentor students on the basis of the theory of inherited and developed this theory, and the illocutionary act is divided into five subsections: assert behavior, instruction behavior, commitment to behavior, facial expressions and declarations behavior behavior. Assertion behavior is for the speaker to make a break to speak of behavior, including breaking down theory, and summarizing. Instruction behavior is the speaker to do things so that the hearer's behavior, such as requirements questioning. Promises of future behavior is to commit the speaker's behavior, such as promises, threats, initiative to provide help and so on. Expression behavior is the expression of mental state behavior, there are thanks, apologies, welcome, congratulations, etc. Behavior is declared effective immediately uttered behavior, such as a declaration of war, baptism, dismissal of a person and so on. This study focuses on the illocutionary act Searle theory as the basis for the division of vocational teachers in the classroom discourse questions and feedback analysis, is committed to address the following three issues: the current real situation of college English teaching how? High vocational tertiary institutions classroom questioning and feedback status and characteristics of what? how to use speech act theory to guide college English classroom teaching? investigated in this study using a natural conversation analysis method and the two research methods. Natural survey method is to observe and study investigator real, natural, non-intrusive scenario occurring phenomenon in a way. Main ways of recording classroom, classroom observation, case studies, interviews and questionnaires and other teachers. Natural survey aims to describe the process of teaching, to reflect the current status of teaching. This study selected Jilin Vocational and Technical College 2009 of five classes five English teachers for the study. First conducted a classroom recording and observation, and the recordings transcribed written information for statistical analysis using SPSS. To ensure the credibility of the findings true, the researchers designed the corresponding questionnaire for five classes of 145 students conducted a survey. Another method --- conversation analysis, is a recording come corpus analysis methods. Use conversational analysis method allows the corpus itself speak. This study analyzes the object language teachers, especially teachers ask questions and feedback. Researchers from the transcribed corpus extracted part worth studying teacher questions and feedback terms, with Searle's illocutionary act theory for system analysis. Survey questions for teachers and analysis of this paper is one of the core questions in the classroom because the teacher plays a pivotal role. Teachers can ask students to participate in classroom interaction and the opportunity to express their views; teacher questions make classroom interaction between teachers and students ongoing; teacher questions can help teachers to check whether students understand what they digest the contents of professors; teacher questions can also stimulate students' ability to think independently. In this study, the teacher questions are divided into two categories: display questions and referential questions. SPSS statistical analysis of the data and the results show that the current college English classroom teachers to use display questions are far higher than the number of referential questions. Because referential questions can stimulate students to think in English, using English to answer questions, so can enhance students' English proficiency, it is recommended to use more college English teachers. Researchers with Searle's illocutionary act theory teacher questions were systematically analyzed and found five kinds of illocutionary acts within or between the transformation can be changed after the ensuing speech acts, such assertions can be converted to commit acts of behavior; directive behavior can be transformed into the expression behavior, behavior changed after words. Teacher feedback on investigation and analysis is another core content of this paper is that feedback plays an equally important role can not be ignored. Teacher feedback to students to answer questions directly tell the students teachers can question whether it has been a satisfactory answer; whether teaching tasks; quiz still need to continue to wait. In this study, teacher feedback included the four broad categories: general praise, repeat plus praise, prompt answers and teachers directly modify the error correction. Survey results show that the highest proportion of the general recognition of an average of 58%, while the lowest percentage prompted to modify the answer, about 7%. Teachers should do is not give students a positive response or a negative response on the end of a question and answer session, students expect teachers to give the corresponding evaluation. Good answer was good, but wrong is wrong and so on. Systematic analysis of teacher feedback, various feedback illocutionary behavioral changes can also cause behavioral changes after the words: Instruction behavior and commitment behavior can be transformed into the expression behavior. After a qualitative and quantitative analysis of both the researchers found that for display questions, the general recognition or praise after giving a brief general evaluation method is more applicable, as long as students take seriously what they learn, the answer to this problem is generally more fixed and simple. As for the reference to sexual issue, repeat feedback plus praise preferable, because the answer to this problem is generally not identified, each student can have their own ideas. Retelling of teachers to students to answer one hand can make other students listen carefully to the views expressed by students to answer questions, to improve their listening skills; hand to answer questions can convey such information for students: teacher carefully listen to your answer to give students confidence. After this study, the author proposed to improve vocational English teaching suggestions: First, the proposed language classroom teacher attention. Because English classroom is different from other classroom teacher talk both teaching methods, but also an important source of student language input. Teachers should lead by example, standardized terminology. Second, the classroom is the teachers and students of the stage, the communication between each other in harmony, accessibility is a basic requirement. Therefore, teachers and students in the classroom mutual respect, and common progress is good. Student in the classroom is still relatively passive one, it is proposed to actively mobilize classroom teachers, and students to actively communicate. Third, the classroom, especially spoken language classroom, teachers should try to use English to express opportunities for students to improve students' oral communication skills is teaching purposes. Teachers should talk less, but many students said. Fourth, the proposed teacher any more open, multi-angle reference issues, strengthen students' ability to think and express their own English skills. Finally, the questions students respond positively to give feedback, to be good students repeat the answer given by the teacher to make students aware of the importance of learning English will enhance confidence. Each study has its shortcomings, is no exception in this study. First, the corpus of this study by researchers at a vocational himself a year collected, the findings may to some extent reflect the current college English teaching situation, but after a limited corpus, it is inevitable slightly were one-sided. Secondly, research time is limited. If given more time to study, the results would be more convincing. Third, classroom teacher talk alone is not only an aspect of teachers' facial expressions, body language can not be ignored. However, this study only from one aspect of language teachers, because of space limitations only one aspect of the problem in detail. Finally, from a theoretical perspective, Searle illocutionary acts on five separate boundaries are not particularly clear, this will also affect the validity of the study. From this point of view and because only a handful of studies, so in the article, adding a lot of inevitably subjective viewpoint, to some extent will significantly one-sided. Teacher questions and feedback is particularly important in the classroom activities, the results of this study are ready to engage in the teaching profession and has been in the teaching profession who can draw on, part of which can be directly used to guide teaching. Since then researchers but also from the perspective of this article continue to deepen research to test and consolidate the results of this study. Also available from other angles speech act theory-depth analysis of language teachers for English teaching services. System, in-depth study should be based on credible enough research on the basis of time and expect. In short, the teacher talk is still a long way to go study.

College English Teachers' verbal behavior audiovisual Lessons

Abstract

Related Dissertations