【正文】 n 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 of prehensible language input for students, % of students think the teacher39。 classroom English teaching practice. Chapter 2 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。s language acquisition process. Teacher discourse used properly or not has a positive or negative impact on the students39。 language input.(Nunan, 1991) In the 33rd annual meeting of International English Teacher Association39。26vi Chapter 1 IntroductionEnglish Teacher Discourse refers to the English teachers’ discourse used in teaching knowledge organization of classroom teaching, including classroom teaching organization, the interpretation of rendering of teaching content, organization and implementation of classroom activities, munication and interaction between teachers and students, instruction and assessment to the students, etc. Nunan, as early as 1991 in the book Language Teaching Methodology pointed out: “teachers39。21Chapter 5 Conclusion10 Indirect speech act theory8 Searle’s Speech Act Theory classroom. Keywords: Teacher discourse Speech act theory English teaching Tables of ContentsChapter 1 Introduction本文在言語行為理論框架下，對英語教師課堂話語進行分析，以期有助于提高教師課堂效率。 language output quality, thus contributing to the interaction between teachers and students in class. 本科生畢業(yè)論文題目:淺析言語行為理論在英語教師課堂用語的應用 姓 名: XXXX 班 級: XXXX級X班 指導教師: XX 專 業(yè): 英語教育 院 系: XXX學院英語系 完成日期: XXXX年5月8日 An Analysis of the Application of Speech Act Theory in English Teacher Discourse BY XXXProf. XXX, TutorA Thesis Submitted to Department of English Language and Literature in Partial Fulfillment of the Requirements for the Degree of in English At XXXX University May 8th, XXXX 摘要本文主要是從語用學的角度運用言語行為理論對高中英語課堂英語教師的語言加以分析。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 Teache