1、 the quality and quantity of teacher language, the questions raised and the responses and feedbacks.Keywords: primary school English, teachers classroom language, English classroom teaching小学英语课堂教师用语现状研究以珠海市吉莲小学为例摘 要在我国，小学英语课堂教学是教学过程中特别重要的一部分。英语教师的课堂语言是学生学习语言、知识和技能，实现语言输出的唯一场所。本文以珠海市吉莲小学的英语教师为研究对象。对
2、课堂用语的不断深入研究，将为我国英语课堂研究提供一种新的实践模式，为教育改革和发展做出贡献。本文主要以可理解输入假设、可理解输出假设、会话含义理论和情境语境理论为研究理论基础。本文重点收集了珠海吉莲小学不同年级的三名英语教师的课堂用语材料。本文采用问卷调查法、观察法对小学阶段英语教师课堂用语的使用现状进行调查分析，揭示当前英语教师课堂用语所存在的问题。一是部分教师学习不够严谨。其次，教师课堂话语占据了课堂教学的大部分时间。第三，提问过程很少涉及开放性问题。最后，许多教师未能及时对学生的课堂表现做出客观、具体的评价，忽视了反馈的积极性。因此，笔者从教师语言的质量、数量、所提问题和回答反馈四个方面
3、提出了改进教师话语的策略。关键词：小学英语；英语教师课堂用语；英语课堂教学ContentsAbstract 摘 要 Introduction 11 Literature Review 31.1 Literature Review at Abroad 31.2 Literature Review at Home 42 Basic Theoretical Foundation 62.1 Language Input Theory 62.2 Relevance Theory 72.3 Conversational Implication Theory 82.4 Situation Context T
4、heory 83 Research Methodology 103.1 Research Questions 103.2 Research Method 10 3.2.1 Questionnaire. 11 3.2.2 Classroom Observation 11 3.2.3 Subjects 124 Data Analysis and Results Analysis 134.1 An Analysis of the Current Situation of Teachers Classroom Discourse Quantity 13 4.1.1 The Number of Engl
5、ish Teachers Classroom Discourse 13 4.1.2 The Time Taken Up by Students Classroom Discourse 154.2 Analysis of the Current Situation of Teachers Classroom Discourse Quality 16 4.2.1 The Accuracy of Teachers Classroom Discourse 16 4.2.2 The Fluency of Teachers 4.2.3 The Interest of Teachers Classroom
6、Discourse 17 4.2.4 The Enthusiasm of Teachers Classroom Discourse 184.3 An Analysis of the Present Situation of Teachers Questions 19 4.3.1 Question Type 19 4.3.2 The Object of Questions 204.4 An Analysis of the Current Situation of Teachers Classroom Feedback 21 4.4.1 Teachers Enthusiasm for Classr
7、oom Discourse Feedback 225 Major Findings and Suggestions 235.1 Major Findings 235.2 Major Suggestions 25Conclusion 27References 28Appendix I 30Appendix II 33Acknowledgments 37IntroductionThe initial motivation of the topic selection is closely related to the researchers personal growth and life exp
8、erience. Influenced by personal life experience and practical experience, the author chooses primary school English teachers as the research object. The author studies English education in the University, and the internship position is English teacher, so wants to know more about todays primary scho
9、ol English teacher.With the rapid progress and diversified development of modern society, the importance of English as a universal language is obvious. English plays an important role between teachers and students. First, it is the second language that students must master except their mother tongue
10、; second, it is a tool language used between teachers and students in the classroom.On the one hand, every class has certain teaching goals for English knowledge and ability. On the other hand, teachers also explain language knowledge through English, cultivate students various abilities, express th
11、eir opinions and communicate with students. In this process, teachers and students both have developed.Language and speech acts are both the inner expression of culture and the boat carrying culture. As a foreign language, English brings us a new foreign culture - English national culture. For Chine
12、se students, English is a brand-new cultural element. The impact of this cultural difference on primary school English teachers and education and teaching should be seriously reflected by researchers.This article attempts to clarify the concept of teachers classroom language. This article attempts t
13、o classify teachers classroom language more scientifically, accurately, and in detail, with a view to helping and enlightening teachers classroom language. This article will explore the impact of primary school English teacher culture, and propose some suggestions to optimize primary school English
14、teachers classroom language.In order to complete the research better, this paper uses questionnaire survey and checking the classroom records, so as to better grasp the current situation, analyze the causes and put forward countermeasures.The teachers classroom language in this study only refers to
15、the teachers oral language, that is to say, all meaningful and phonetic language uttered by the teacher in the process of classroom teaching activities are regarded as effective speech acts. This study is to investigate the real situation of teachers life in the classroom. Such a realistic revelatio
16、n is a humanistic concern for teachers, a vivid explanation for educational researchers and a rational reminder for educational decision makers.1 Literature Review1.1 Literature Review at AbroadFerdinand de Saussure is one of the most famous and authoritative linguists in last century. The book A Co
17、urse of General Linguistics represents his linguistic point of view, also marks the initial of modern linguistics, and has affected various linguistics in the 20th century to a certain extent.In the course, Saussure thinks that human speech activities can be split into two parts: language and speech
18、. Language is a relatively complete abstract language symbol existing in the brain. Speech is the specific use and performance of human in a specific environment. Language system is a social communication tool, so it is stable and has a relatively static state. Speech is the process and result of pe
19、oples communication with this tool, which is free combination and has a state of movement; language is a system and a common communication tool of society, and social factors are its essential factors. Speech is the process and result of using this tool to speak （write）.Language and speech are close
20、ly related and mutually presupposed. Speech is primary and language is secondary. Language exists objectively in speech. However, language comes from speech and reacts to it. Language is not only a tool of speech, but also a product of speech. Language is a tool and static; the use of language to to
21、ols is dynamic.But the teachers classroom language only involves all the oral speech acts that the teacher makes in the classroom. In the 1950s, foreign education researchers began to pay more attention to classroom teaching, and conducted a comprehensive and in-depth study. At the end of the 1970s,
22、 foreign researchers began to pay attention to the pronunciation, intonation, grammar and article analysis of teachers classroom language. Sinclair （1982）, a representative of the theoretical linguistic school, discovered the significant differences between classroom discourse and natural conversati
23、on in reference to conversational rights, turn control and interaction mode, and put forward the famous interactive mode of classroom discourse IRF , that is, teacher elicitation student response teacher evaluation , which is of great significance to the study of how to improve the interaction of te
24、acher discourse.The number of teachers classroom language is an important indicator to measure the quality and effect of teachers classroom language. Many western linguists and educational researchers in the 1980s have paid close attention to it.As an important measure of the quality and teaching ef
25、fect of teachers classroom language, the quantity of teachers classroom language has been widely concerned by many Western linguists and educational researchers in the 1980s. In western education, teachers questions are divided into four categories: closed questions, open questions, display question
26、s and reference questions. Long （1983） directly divides the teachers classroom language into two categories: display questions and reference questions. The results show that the reference questions （that is, teachers uncertain answers） can stimulate students interest in learning and creative thinking. Thereby improving the quality of language output. This can also improve students ability to use language to solve problems flexibly.The feedback of teachers classroom language is another research
