摘 要在英语教学中，教师话语是组织教学活动的工具，是控制学生课堂行为的重要手段，也是进行目的语输入的载体，它为我们提供了研究第二语言习得的良好视角。本文主要采用了定性的方法，介绍了课堂话语的定义、分类、功能以及研究现状，而且通过对发展现状的研究，分析了目前初中英语教师在使用课堂话语中存在的问题，并尝试性提出了一些改革性的建议。教师恰当的使用课堂话语有利于教师更好地了解课堂教学的实际情况和提高课堂教学效果，也更有利于提高教师的专业素养。因此，课堂话语的应用研究对英语课堂教学有一定的实践意义。82599

毕业论文关键词：课堂话语；初中英语；课堂教学

Abstract In English class, classroom discourse is a tool for organizing teaching activities and an important means of controlling students’ classroom behavior。 It is also the carrier of the target language input, which provides us with a good perspective of second language acquisition research。 This study mainly adopts qualitative approach。 And this paper introduces the definition, classification, functions and research status of classroom discourse and analyzes some existing problems in junior middle school teachers’ classroom discourse。 Finally, it gives some constructive suggestion to these problems。 Classroom discourse is not only helpful for teachers to get a better understanding of the actual situation and enhance the classroom teaching effect, but also conducive to improve teachers’ professional quality。 Therefore, the application research of classroom discourse has a certain practical significance to classroom teaching。 

Key words: classroom discourse; junior middle school English; classroom teaching

Application of Junior Middle School English Teachers’ Classroom Discourse

Contents

摘 要 i

Abstract ii

I。 Introduction 1

II。 A Description of Classroom Discourse 2

 2。1 The Definition of Classroom Discourse 2

 2。2 The Features of Classroom Discourse 3

 2。3 The Classifications of Classroom Discourse 5

III。 Problems in Classroom Discourse of English Teachers in Junior Middle School 7

 3。1 Tedious Leading-in Language 7

 3。2 Inaccurate Statements 8

 3。3 Stiff Instructions 8

 3。4 Invalid Questioning 9

 3。5 Inappropriate Feedback 9

IV。 Suggestions 10

 4。1 Changing Teachers and Students’ Classroom Discourse Quantity 10

 4。2 Improving Teachers’ Classroom Discourse Quality 11

 4。3 Teachers’ Change 11

V。 Conclusion 14

Bibliography 15

Acknowledgements