【正文】 XXXX大學(xué)本科畢業(yè)論文（設(shè)計(jì)）任務(wù)書編 號(hào)： 論文（設(shè)計(jì)）題目： 淺析言語(yǔ)行為理論在英語(yǔ)教師課堂用語(yǔ)的應(yīng)用 學(xué)院： XXX學(xué)院 專業(yè)： 英語(yǔ)教育 班級(jí)： XXXXXX級(jí)英語(yǔ)教育X班 學(xué)生姓名： XXXX 學(xué)號(hào)： XXXXXXXX 指導(dǎo)教師： XXXX 職稱 XXX 論文（設(shè)計(jì)）研究目標(biāo)及主要任務(wù) 本論文主要探究Austin和Searle的言語(yǔ)行為理論在高中英語(yǔ)教師課堂用語(yǔ)中的應(yīng)用論文（設(shè)計(jì)）的主要內(nèi)容本論文內(nèi)容主要包括： 言語(yǔ)行為理論在英語(yǔ)教師課堂用語(yǔ)的應(yīng)用研究現(xiàn)狀、言語(yǔ)行為理論的主要內(nèi)容及其在高中英語(yǔ)課堂教師寒暄語(yǔ)、提問(wèn)語(yǔ)及委婉指示和委婉反饋語(yǔ)中的應(yīng)用，通過(guò)分析，對(duì)英語(yǔ)教師課堂用語(yǔ)提出了新的建議。論文（設(shè)計(jì)）的基礎(chǔ)條件及研究路線通過(guò)對(duì)言語(yǔ)行為理論的系統(tǒng)學(xué)習(xí)，初步認(rèn)識(shí)到言語(yǔ)行為理論的廣泛應(yīng)用。隨后在高中學(xué)校進(jìn)行的為期六周多的體驗(yàn)及調(diào)查，了解了高中英語(yǔ)教師課堂用語(yǔ)的局限性及存在的問(wèn)題。因此本人意識(shí)到改進(jìn)高中英語(yǔ)教師課堂用語(yǔ)重要意義，通過(guò)參考多種相關(guān)文獻(xiàn)和調(diào)查結(jié)果后，確定在言語(yǔ)行為理論框架下，對(duì)英語(yǔ)教師課堂話語(yǔ)進(jìn)行分析，以期有助于提高教師課堂效率。主要參考文Austin, . 1962. How to Do Things with Words. New York: Oxford University Press.Hu Zhunglin. 1987. Linguistics A Course Book. Beijing: The Beijing University Press.胡學(xué)文. 2003. 教師話語(yǔ)的特征及功能. 山東: 山東外語(yǔ)教學(xué).劉旭東. 2009. 中學(xué)英語(yǔ)教師課堂反饋話語(yǔ)研究. 中小學(xué)外語(yǔ)教學(xué).計(jì)劃進(jìn)度階段起止日期1提出論文初步題目3月16日前2與導(dǎo)師見面，填開題報(bào)告和任務(wù)書3月16日3月20日3提交論文提綱3月20日3月23日4交初稿3月23日4月20日5交終稿和評(píng)議書5月8日指 導(dǎo) 教師： 年 月 日教研室主任： 年 月 XXXXX大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）開題報(bào)告書 XXX 學(xué)院 英語(yǔ)教育 專業(yè) XXXX 屆學(xué)生姓名XXX論文（設(shè)計(jì)）題目淺析言語(yǔ)行為理論在英語(yǔ)教師課堂用語(yǔ)的應(yīng)用指導(dǎo)教師XX專業(yè)職稱XXX 所屬教研室基礎(chǔ)教研室研究方向語(yǔ)言學(xué)課題論證：在言語(yǔ)行為理論框架下，對(duì)英語(yǔ)教師課堂話語(yǔ)進(jìn)行分析，以期有助于提高教師課堂效率。方案設(shè)計(jì)：第一章介紹言語(yǔ)行為理論在高中英語(yǔ)教師課堂用語(yǔ)中的應(yīng)用研究現(xiàn)狀 。第二章敘述前人對(duì)言語(yǔ)行為理論在英語(yǔ)教師課堂用語(yǔ)的應(yīng)用的貢獻(xiàn)。 第三章具體分析言語(yǔ)行為理論在英語(yǔ)教師寒暄語(yǔ)、提問(wèn)語(yǔ)、委婉語(yǔ)的應(yīng)用。 第四章總結(jié)本文，對(duì)英語(yǔ)教師課堂用語(yǔ)提出了新的建議。進(jìn)度計(jì)劃：3月16日前確定初步論文題目 3月20日前寫開題報(bào)告、任務(wù)書3月23日前提交論文提綱4月20日前提交初稿5月6日前交終稿和評(píng)議書指導(dǎo)教師意見： 指導(dǎo)教師簽名： 年 月 日教研室意見： 教研室主任簽名： 年 月 日XXX大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）文獻(xiàn)綜述Literature ReviewDiscourse analysis is the focus of linguists both at home and abroad, especially the analysis of classroom discourse has the attention of linguists and educators. The western language teaching circles began to research the classroom from the 50s, 60s of the twentieth century (Moskowitz, 1968) Began in the 1970s, many scholars abroad have begun to study classroom language. In the late 80 s, research achievements of teachers39。 languages embodied in teachers teaching discourse, and the teachers39。 classroom teaching teachers teaching discourse type is analyzed. In the 1990s, language teachers and teachers39。 behavior in language teaching classroom were studied more detail. In recent years domestic and western in foreign language teaching research has been gradually on standards, the domestic many scholars studied the classroom discourse, such as: Zhou Xing, Hu Xuewen, Li Hua, Liu Xudong and so on. But on the whole, at home on a teacher39。s classroom discourse and the discourse pattern analysis also is less. This paper using the speech act theory to high school English classroom teacher discourse in regards to greetings, classroom questioning and feedback must be discussed.Moskowitz’s Fundamental Concepts of Language TeachingVarious aspects of applied linguistic research was put into historical and interdisciplinary perspective by Moskowitz in his book Fundamental Concepts of Language Teaching. He divided the book into six parts, Clearing the Ground, Historical Perspectives, Concepts of Language, Concepts of Society, Concepts of Learning and Concepts of Teaching.Based on a survey of language teaching trends from 1880 to 1968, he notonly dealt with trends in linguistic theory and their relationship to language teaching, but dealt with the study of education and its relevance to language teaching. Moskowitz gave an authoritative survey of past developments worldwide, and established a set of guidelines for the future.Hu Xuewen’s The Features and Functionality of English Teacher DiscourseHu Xuewen has made the preliminary discussion to an important factor in second language acquisitionteacher discourse. The teacher talk is discussed from two aspects of features and functionality. One is the characteristics and functions of the teacher discourse’s adjustment to the speed, pause, accent, vocabulary, syntax and discourse. According to the article, the adjustmen of the teacher discourse in these aspects is mainly to reduce the difficulty of the language input, so that it is at or near the extent of the learners can understand. Moreover, this adjustment is based on information munication. Secondly, teacher discourse, as teacher organization, management, arrangements, guidance of second language classroom activities means and tools, has characteristics and functions. According to the article, in China, the tongue in the FLL classroom should not too much pursuit the students to participate in in the form, that is to say, teacher should talk less as far as possible, and make the students to say as much as possible. The quantity of teacher discourse, questioning methods, the interaction adjust between teachers and students as well as the form of the feedback to students’ performance largely determine the success of second language acquisition. Li Hua’s On Present Situation and Research Strategies of Teacher Talk in ChinaLi Hua reviews studies abroad on classroom teaching and teacher talk. In recent years, studies on teacher talk carried out at home have also been explorded. At the same time, the limitations of teacher talk and research strategies on teacher discourse are also explorded. Finally, Li Hua revealed the implication of teacher discourse in foreign language teaching as well as its important learners’ second language acquisition. In his paper, he analyses the weaknesses existed in teacher discourse at that time. In his opinion, the researches on teacher discourse provide certain guidance, but it has its limitation. The systematic research is not enough, the relationship between teacher discourse and English Learning remains to be explored. He put forward teacher discourse research should emphasis on the followings: the quantity of teacher discourse, the characteristics of teacher discourse adjustment, teacher inquiry and the pattern of feedback. Zhou Xing’s Investigation and Observation to Teacher Discourse in UniversitiesThrough investigation and observation, Zhou Xing found that the teacher mainly use English teaching, the teacher talk provides a large number o