XXXX大学本科毕业论文（设计）任务书编 号： 论文（设计）题目： 浅析言语行为理论在英语教师课堂用语的应用 学院： XXX学院 专业： 英语教育 班级： XXXXXX级英语教育X班 学生姓名： XXXX 学号： XXXXXXXX 指导教师： XXXX 职称 XXX 1、 论文（设计）研究目标及主要任务 本论文主要探究Austin和Searle的言语行为理论在高中英语教师课堂用语中的应用2、论文（设计）的主要内容本论文内容主要包括： 言语行为理论在英语教师课堂用语的应用研究现状、言语行为理论的主要内容及其在高中英语课堂教师寒暄语、提问语及委婉指示和委婉反馈语中的应用，通过分析，对英语教师课堂用语提出了新的建议。3、论文（设计）的基础条件及研究路线通过对言语行为理论的系统学习，初步认识到言语行为理论的广泛应用。随后在高中学校进行的为期六周多的体验及调查，了解了高中英语教师课堂用语的局限性及存在的问题。因此本人意识到改进高中英语教师课堂用语重要意义，通过参考多种相关文献和调查结果后，确定在言语行为理论框架下，对英语教师课堂话语进行分析，以期有助于提高教师课堂效率。4、主要参考文Austin, J.L. 1962. How to Do Things with Words. New York: Oxford University Press.Hu Zhunglin. 1987. Linguistics A Course Book. Beijing: The Beijing University Press.胡学文. 2003. 教师话语的特征及功能. 山东: 山东外语教学.刘旭东. 2009. 中学英语教师课堂反馈话语研究. 中小学外语教学.5、计划进度阶段起止日期1提出论文初步题目3月16日前2与导师见面，填开题报告和任务书3月16日-3月20日3提交论文提纲3月20日-3月23日4交初稿3月23日-4月20日5交终稿和评议书5月8日指 导 教师： 年 月 日教研室主任： 年 月 XXXXX大学本科生毕业论文（设计）开题报告书 XXX 学院 英语教育 专业 XXXX 届学生姓名XXX论文（设计）题目浅析言语行为理论在英语教师课堂用语的应用指导教师XX专业职称XXX 所属教研室基础教研室研究方向语言学课题论证：在言语行为理论框架下，对英语教师课堂话语进行分析，以期有助于提高教师课堂效率。方案设计：第一章介绍言语行为理论在高中英语教师课堂用语中的应用研究现状 。第二章叙述前人对言语行为理论在英语教师课堂用语的应用的贡献。 第三章具体分析言语行为理论在英语教师寒暄语、提问语、委婉语的应用。 第四章总结本文，对英语教师课堂用语提出了新的建议。进度计划：3月16日前确定初步论文题目 3月20日前写开题报告、任务书3月23日前提交论文提纲4月20日前提交初稿5月6日前交终稿和评议书指导教师意见： 指导教师签名： 年 月 日教研室意见： 教研室主任签名： 年 月 日XXX大学本科生毕业论文（设计）文献综述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 teachers languages embodied in teachers teaching discourse, and the teachers classroom teaching teachers teaching discourse type is analyzed. In the 1990s, language teachers and teachers behavior in language teaching classroom were studied more detail. In recent years domestic and western in foreign language teaching research has been gradually on standards, the domestic many scholars studied the classroom discourse, such as: Zhou Xing, Hu Xuewen, Li Hua, Liu Xudong and so on. But on the whole, at home on a teachers 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.Moskowitzs 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 world-wide, and established a set of guidelines for the future.Hu Xuewens The Features and Functionality of English Teacher DiscourseHu Xuewen has made the preliminary discussion to an important factor in second language acquisition-teacher discourse. The teacher talk is discussed from two aspects of features and functionality. One is the characteristics and functions of the teacher discourses 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 communication. 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