【正文】 r 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 of prehensible language input for students, % of students think the teacher39。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。方案設(shè)計(jì)：第一章介紹言語行為理論在高中英語教師課堂用語中的應(yīng)用研究現(xiàn)狀 。論文（設(shè)計(jì)）的基礎(chǔ)條件及研究路線通過對(duì)言語行為理論的系統(tǒng)學(xué)習(xí)，初步認(rèn)識(shí)到言語行為理論的廣泛應(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，了解了高中英語教師課堂用語的局限性及存在的問題。第二章敘述前人對(duì)言語行為理論在英語教師課堂用語的應(yīng)用的貢獻(xiàn)。 languages embodied in teachers teaching discourse, and the teachers39。s words are understandable. But at the same time, teacher talk occupy most of the time in classroom, % of students think teachers discourse occupies more than 50% of the class time, % of students think they speak in the class time is not more than ten minutes. The excessively using teacher discourse represents some simple repetition, be eager to tell students the answer before the student answer the question, repetition students’ answers. The single of class activities and the method of question setting also make students’ participation in classroom munication opportunity reduced.Liu Xudong’s High School English Teachers39。教師話語是教師行為的重要組成部分，是指教師在第二語言(外語)學(xué)習(xí)的課堂上為組織和從事教學(xué)所使用的語言。關(guān)鍵詞:言語行為理論　教師話語　英語教學(xué)AbstractThe focus of the paper is to present the pragmatic analysis of English teacher discourse with the Speech Act Theory. Teacher discourse is an important part of teachers39。 discourse is crucial to both classroom teaching organization and the students39。s in 1999, SteveWalsh pointed out that the difference between the foreign language classroom teaching and other classroom teaching lies in language is the purpose of learning and teaching media. So teachers39。 language output. (Wang Yinquan, 1999)Teacher discourse is an important medium of munication of English classroom, it is not only a source of target language, but an efficient way of classroom management. The quantity and quality of teacher discourse will influence and even decide the success or failure of classroom teaching. Krashen39。 languages embodied in teachers teaching discourse, and the teachers39。s words are understandable. But at the same time, teacher talk occupy most of the time in classroom, % of students think teachers discourse occupies more than 50% of the class time, % of students think they speak in the class time is not more than ten minutes. The excessively using teacher discourse represents some simple repetition, be eager to tell students the answer before the student answer the question, repetition students’ answers. The single of class activities and the method of question setting also make students’ participation in classroom munication opportunity reduced.Liu Xudong’s High School English Teachers39。 the person who bets it will sunny the next day must give the other participant sixpence if it turns out to be rainy, the person who bequeaths his bottle must have a bottle.But Austin soon found that these conditions only apply to some cases. In some other cases, one does not need a conventional procedure to produce performative. For example, to make a promise, one can either say “I give my word for it” or “I promise”. Choosing which is not strict. Furthermore, the socalled constatives may also be infelicitous in these ways. “The present King of France is bald” is infelicitous in the same way as “I bequeath my bottle to my brother” said by somebody without a bottle. Actually, something does not exist but they both presuppose the existence of them. And when people make statements, they must also have requisite feelings, thoughts and intentions. One cannot say “ It will be fine tomorrow, but I don’t believe it.”Then Austin tried to separate performatives from constatives on grammatical and lexical criteria. He found that typical performatives used first person singular subject, simple present tense, active voice, indicative mood, and performative verbs. But there are also counterexamples. Passive performatives like “pedestrians are warned to keep off the grass” are mon. Other moods and tenses are also possible in informal situations. One can simply say “Turn right” instead of “I order you to turn righ