【正文】 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。 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(yīng)用 姓 名: XXXX 班 級: XXXX級X班 指導(dǎo)教師: XX 專 業(yè): 英語教育 院 系: XXX學(xué)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(xué)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。 classroom. Keywords: Teacher discourse Speech act theory English teaching Tables of ContentsChapter 1 Introduction language input.(Nunan, 1991) In the 33rd annual meeting of International English Teacher Association39。 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。 language output quality, thus contributing to the interaction between teachers and students in class.Chapter 3 Theoretical framework: Speech Act Theory Speech act theory is an important one in pragmatic study. It aims to answer the question of how language is used in “do things with”, not used in “designate things with”. It inflects the view of performatives. This theory was put forward by John L. Austin in the later 1950s and had a great influence in language educational world in the next twenty or thirty years. Linguists did a lot of study on its rationality, theoretical significance and practical application value. In language educational world, it led to a situation of all language can turn into performance. Now the existed controversy to this theory has died down. The position of the speech act theory has been established in language study and widely used. Austin’s speech act theoryThis is the first major theory in the study of language in use, which originated with Oxford philosopher John Langshaw Austin. Austin began to give lectures on his theory in 1952. When he went to American to deliver the William James lecture in 1955, he revised the notes and changed the title from Words and Deeds to How to Do Things with Words, which was published posthumously in 1962. Performatives and ConstativesAustin’s first claims that there are two types of sentences: performatives and constatives. In his How to Do Things with Words, Austin thinks that some sentences do not describe things. There is no necessary to say it is true or false. The uttering of these sentences is, or is a part of, the doing of an action. So they are called performatives. And verbs like bet are called performative verbs.For examples:I name this ship the Queen Elizabeth. I bequeath my bottle to my brother.I bet you sixpence it will sunny tomorrow.I promise to finish it in time.I apologize to you for being late..I declare the task finished.I warn you that the bull will charge.In contrast, the sentence said by a chemistry teacher in a demonstration of an experiment is not a performatives in the following example. It is describing what the speaker is doing when the speaker is speaking. The speaker cannot pour any liquid into a tube by simply uttering these words. When he said the words, he must pour some liquid into the tube. Otherwise one can accuse him of making a false statement. Sentences of this type are known as constatives.For example, I pour some liquid into the tube.Though it is not necessary to say performatives be true or false, there are still conditions for them to meet to be appropriate or felicitous. Austin suggested a simplified version of the felicity conditions in following sentences:(i) There must be a relevant conventional procedure, and (ii) the relevant participants and circumstances must be appropriate.(Austin, 1962)The procedure must be executed (i) correctly and (ii) pletely.Very often, (i) the relevant people must have the requisite thoughts, feelings and intentions, and (ii) must follow it up with actions as specified.Thus, in the case of a shiplaunching ceremony, if the person is not appointed, he does not have the right to name the ship, and the person must say the relevant words in accordance with the procedure。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 relationshi