【正文】 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 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 bee