基于言语理论分析教师课堂话语

AnalysisofTeacherTalkinClassroombySpeechActTheory基于言语理论分析教师课堂话语１８ContentsTOC\o"1-3"\h\uAbstract i摘要 iiIntroduction ２1Thebackgroundandthepurposeofthestudy ２1.1Thebackgroundofthestudy ２1.2Thepurposeofthestudy ３2ResearchBackground ４2.1ResearchesonSpeechActTheory ４2.2Foreignanddomesticliterature ５3ResearchDesign ７3.1ResearchQuestions ７3.2Subjectsoftheresearch ７3.3Instrumentsoftheresearch ７3.4Proceduresoftheresearch ８3.4.1Investigationpreparation ８3.4.2Investigationimplementation ８3.4.3Datacollectionandanalysis ８4DataAnalysisandDiscussion ８4.1Dataanalysis ８4.2ThereasonsoftheresultsbasedonSpeechActTheory １１Conclusion １３Bibliography １５Appendix １６Acknowledgements １８IntroductionThereisnodoubtthatteachertalkhasbecomeapopulartopicintherecentyear.Firstly,classroomteachingaccountsforagreatproportioninlearning.InChina,classroomlearningisthemostcommonwaytolearnknowledge.Teachers'classroomdiscourseisalsoanimportantsourceforstudentsgaininginformation.Therefore,thequalityofteachertalkisverysignificant.Secondly,teacherclassroomdiscourseisanimportantpartofEnglishTeachers'teaching.Itisnecessaryforateachertoimproveteachingabilityinordertoorganizeaclassbetter.Lastbutnotleast,teachers'classroomdiscoursedirectlyaffectsthequalityofEnglishteaching.Teacher’sdiscourseisnotonlytheteachingmeansbutalsotheteachingcontents.Fromtheabovethreepoints,weknowthatEnglishteachers'classroomdiscourseplaysanimportantroleinEnglishteaching,andtheeffectivenessofEnglishteachingisinfluencedbytheeffectivenessofEnglishteachers'classroomdiscourse.Itisnoteasyforteacherstohaveaenoughinputinalimitedtime,soguaranteeingtheefficiencyofteachertalkisworthbeingexplored.Inrecentyears,teachertalkhasbecomeahottopicfortheresearchoflinguistics.Bothdomesticandforeignscholarshavedonealotofresearchesonit.TheSpeechActTheorywasfirstlyproposedbyJohnLangshawAustinin1950s.Whatwecanlearnfromtheresearcheshavebeendone?Whatisthecurrentsituationintheclassroom?Whatwecandotoimprovethequalityoftheteachertalk?Thesearethemainquestionsthethesisintendstoanswer.1Thebackgroundandthepurposeofthestudy1.1ThebackgroundofthestudyMostteachersknowtheimportanceoftheteachertalkintheclassroom,sointheactualworldwecanseethatmanyteacherstryalotofwaystoimprovetheirteachertalk.FromHajar(2017)weknowthattheuniquenessofthelanguageclassroomanditscomplexitymakeitnecessaryforforeignlanguageteacherstostudysomeskillstoresearchandevaluatetheirclassroomdiscourse.Someoneholdstheviewthattheteachershouldtalklessandthengivemosttimetostudents,becausethestudentsarethemostimportantpartintheclass.Someoneholdsthedifferentview.Theythinkthattheteachershouldtalkasmuchaspossibleintheclassroom.Intheirview,theteacheristheleaderoftheclass.Inordertoorganizetheclassbetter,theteachershouldtalkmore.AsfarasIamconcerned,twokindsofviewsallhavegottheirpoint.However,thepurposeoftheseswaysistoimprovestudents’learning.Therefore,whateverwedoshouldensuretheeffectiveteachingandlearning.AsLiNahasproposedthattherearethreefactorsconcernedwithteachertalk:(1)thestudents’factors(2)theteachers’factors(3)thesocialfactors.InEnglishclass,Englishteachertalkisthetargetlanguageoflearningandthemediatolearntheknowledgeofthissubject.Fromthepointsabove,wecanseetheimportanceofteachertalkobviously.Firstly,Teachers'classroomdiscourseisanimportantsourceforstudentsgaininginformation.FromthesettingofEnglishcurriculuminourcountry,seniorhighschoolisanimportantstageforstudentstolearnEnglishdeeply.Inprimaryschool,studentsstarttolearnEnglishfromthethirdyear,withabouttwohoursperweek.Theprimarystagefocusesonthestudents'perceptionofEnglishandcultivatetheirinterest.WhilethejuniormiddleschoolstageisthestagewhenthestudentsbegintolearnEnglishsystematically.ThenseniorhighschoolisthemostimportantstageforstudentstostrengthentheirEnglishability.Inthisperiod,theclassisstillthemainwayforstudentstogainknowledge.Thereforeteachers'classroomdiscourseisanimportantsourceforstudentstogaininformation.Secondly,TeacherclassroomdiscourseisanimportantpartofEnglishTeachers'teaching.EnglishteacherisanimportantpartintheEnglishclassroom.Teachers'professionalaccomplishmentplaysanimportantroleineffectingstudents’acquisition.Teachers'professionalaccomplishmentisaseriesofabilitiesandqualities,whichincludessubjectprofessionalability,teachingability,teacher'spersonalityandsoon.Teachingorganizationalabilityisanimportantpartofteachers'professionalaccomplishment,andlanguageisanimportanttoolfororganizingteaching.Finally,Teachers'classroomdiscoursedirectlyaffectsthequalityofEnglishteaching.Inchina,theteacher’sdiscourseistheteachingmeansandthecontents.Theteacherusesthelanguagetoorganizetheclassroomactivities.TheeffectivenessofteachertalkhaveadirectimpactontheachievementoftheultimatepurposeofEnglishteaching.1.2ThepurposeofthestudyFirstofall,withtherapiddevelopmentofglobalization,English,asthemostwidelyusedlanguage,isanessentialtoolforChinesetounderstandtheworld.Secondly,learningEnglishbesidesmasteringlanguageknowledgeanddevelopingEnglishlanguageexpressionability,isalsoanimportantwayforstudentstocontactdifferentculturesandwaysofthinkinginotherworld.ThenmanyresearchesaboutTeacherTalkhasbeendone.ResearchershasputmanysuggestionsforEnglishteachertoimprovetheefficiencyofteaching.However,theresearchesalsohassomelimitations.Ontheonehand,somemethodsisnotpracticalintheactualworld.Ontheotherhand,manyresearchesgetthesameconclusionthatitisimportanttoimproveteachertalk,buttheydidnotprovideusefulmethods.ThispaperaimsatimprovingthequalityofseniorhighschoolEnglishteaching,investigatesthepresentsituationofclassroomdiscourseuseofseniorhighschoolEnglishteachers,explainsthereasonsfortheinefficiencyofEnglishteachers'classroomdiscourse,andputsforwardsomemeasurestoimprovethequalityofseniorhighschoolEnglishteaching.

1.3TheorganizationofthestudyThestudyincludesfivechapters.Thefirstchapteristhebackgroundandpurposeofthestudy.Itmainlytalksaboutthecurrentsituationoftheteachertalkinthesociety.Atthesametime,itwilltellthereasonsofdoingthisstudy.Chaptertwoistheresearchbackground.Inthischapter,itisaboutresearchesofSpeechActTheoryandsomeotherdomesticaswellasforeignliteraturereview.Chapterthreeisaresearchdesign.Thereisaquestionnaireincludedinthischapter.Themostquestionsinthisquestionnaireareaboutteachertalkinclassroom.Chapterfouristhedataanalysisanddiscussion.Thelastchapteristheconclusionofthestudy.2ResearchBackground2.1ResearchesonSpeechActTheorySpeechActTheoryisanimportanttheoryinthepragmaticstudyoflanguage.Itisaphilosophicalexplanationofthenatureoflinguisticcommunication.Itaimstoanswerthequestion“whatdowedowhenusinglanguage?”Theconceptofthelocutionaryact,illocutionaryact,theperlocutionaryactandfivecategoriesofillocutionaryactsuggestedandformulatedbyJ.R.SearleconstitutetheSpeechActTheory.LocutionaryActistheactofutteringwords,phrases,clauses.Itistheactofconveyingliteralmeaningbymeansofsyntax,lexiconandphonology.Theactreferstospeakavoiceofitself,toexpressthemeaningandsoonIllcotionaryActistheactofexpressingthespeaker’sintention.Itistheactperformedinsayingsomething.Itisthroughthe"talking"theimplementationofthisactionsuchastransmissionofinformation,issueanordertopaytributegreetingsandsoon.PerlocutionaryActistheactperformedbyorresultingfromsayingsomething.Itistheconsequenceoforthechangebroughtaboutbytheutterance.Speechactisthelanguageofearlyphilosophersinthestudy.Thereasonthatiscalledspeechactisthespeakerwithastatementtotheexplanationofanact.Thatlanguageisakindofbehavior.ThefounderofSpeechacttheoryisaBritishphilosopher-Austin.Therearethreekindsofactsinthetheory:wordswithinlocutionaryact,illocutionaryactsandperlocutionaryact.Forexample,"Thebagisveryheavy."Thisactcanbedividedintothreekinds.themeaningofthespeaker'locutionaryactistheliterarymeaningthatthisidbagisveryheavybecausetoomanythingsareinit.IllocutionaryactisthatthebagistooheavysoIneedyourhelp.Perlocutionaryactisthatmaybesomeonehelpedthespeakerafterhearingthissentence.Inbehaviorofthesethreeacts,pragmaticstudyismostinterestedinillocutionaryacts.becauseitisconcernedwiththespeakerhowtouselanguagetoexpresstheirintention,thelistenerhowtocorrectlyunderstandtheintentionofthespeaker.Itistheessentialofacommunication.JohnSearledividedillocutionaryintofivecategories.Thefirstoneisrepresentativeswhichistocommitthespeakertosomething’sbeingthecase,tothetruthofwhathasbeensaid.Forexample,“theweatherisfine.”Thesecondoneisdirectivesthatareattemptsbythespeakertogetthehearertodosomething.Forexample,“openthedoor.”Thethirdoneiscom-missivewhenthespeakerputshimselfunderobligation.Forexample,“IpromiseIwillcomebackontime.”thefourthisexpressivethatthespeakerisexpressinghisfeelingsorattitudestowardssomehappenedthings.Forexample,“Thankyouverymuch.”Thelastoneisdeclarationwhichisthesuccessfulperformanceofanact.Forexample,“Inowdeclaretherestaurantopen.”SearlealsoproposeIndirectSpeechAct.Itincludesprimaryspeechactandsecondaryspeechact.Forinstance,“let’sgotothemoviestonight.--Ihavetostudyforanexam.”Therealpurposeofthesentenceistorefusethespeaker’sproposalwiththewayofrevisingforexam.2.2Foreignanddomesticliterature(1)ForeignliteratureEnglishteachertalkhasdualnatureinthesecondlanguagelearningprocess.Ononehand,Englishteacherisregardedasasimplecodewhichprovidesakindofunderstandablelanguageinputforsecondlanguagelearningstudents.Thissimplecodecanbetterhelpstudentsunderstandlanguageandcommunicatewiththelanguage,thisisthefirstfeature:formalfeature(DaiWeidong,LiMing,1998).AsBiesta,G(Biesta,Gert)1;Priestley,M(Priestley,Mark)2;Robinson,S(Robinson,Sarah)3(2017)mentionedthat:Whatcutsacrossmanyofthesediscussionsistheroleplayedbythevocabulariesteachersdeploy--orinmoremundaneterms:teacherstalk--notonlybecausesuchvocabulariesallowteacherstomakesenseofthesituationstheyarein,butalsobecausetheyshapetheirexpectationsandambitions,theirviewsaboutwhatispossibleandwhatnot,bothwithregardtothemselvesandtheiractions,andwithregardtothecolleaguestheyworkwithandthestudentstheyworkfor.Swain's"comprehensibleoutputhypothesis"(1985)pointsout:"itisonlythroughmeaningfullanguageusethatlearnerscanachieveahigherlevelofgrammaticalaccuracyintheirtargetlanguage.Sufficientlanguageinputmustbeaccompaniedbysufficientlanguageoutput."Atthesametime,Swain's(1995)putsforwardthreefunctionsoflanguageoutput:(1)attractingattentionandmakinglearnerspayattentiontotheexistenceoftheirownlanguagepractice.(2)Testhypothesistesting;languageoutputprovideslearnerswiththeopportunitytopracticenewlanguageuseandteststheeffectoftheirnewlanguageacquisition.Tourgelanguagelearnerstoreflectontheirownlanguagelearningprocess.(3)Meta-languagefunctioniscalled"metlingualfunction",thatis,throughlanguageoutput,languagelearnerscanreflectontheirownlanguagelearningprocess.(2)DomesticliteratureThefirstpartoftheresearchonEnglishteachers'classroomforeignlanguageistointroducethewesternresearchresultsandtheories.TheempiricalstudyontheclassroomdiscourseofEnglishTeachersinChinabeganwithZhaoXiaohong(1998),whochosecollegeEnglishreadingclassfor45minutes.Thestudypointsoutthatteachers'classroomdiscourseaccountsforbetween65%and90%ofclassroomtime,whilestudentshavefewopportunitiestopracticelanguageinclass,andstudentsaremarginalizedinlanguagelearning.In1999,teachertalkinChinaenteredtheinitialstageofresearch.WangYinquantooktheleadinintroducingtheresearchtopicofteachertalk,andpointedout:"thebiggestdifferencebetweenforeignlanguageteachers'classroomdiscourseandotherclassroomdiscourseisthatforeignlanguageteacher'sclassroomdiscourseisbothamediumandapurpose."Theresearchontheclassroomdiscourseofforeignlanguageteachershasbeenpaidmoreandmoreattention.ChenAiqi(2008)haspointedthathumanlanguagehasthenaturalfunctionofcommunication.Anthropologicallanguageanduseoflanguage,notforotherpurposes,buttodothingsbetterwithwords.Everywordwesayareanacttobeperformed.Thisviewoflanguagehelpsusunderstandtheessenceofverbalcommunication.ZhouYing(2013)hasdividedteacherdiscoursesintothreeparts:classroomorganizationlanguage,lecturinglanguageandfeedbacklanguage.Classroomorganizationlanguageisthemostbasictypeofteacherdiscourse,becausewhetherclassroomteachingintoeffortsornotmustorganizedclassroomactivitiesintheformoflanguageinput,suchas:greetings,smalltalk,sub-groupassignment.Thelanguageofinstructionisthelanguageofinstructionofteaching.Inpractice,lecturingtermsareoftenusedthroughoutthewholeclass,includingexplanationsandquestions.Feedbacktermreferstotheteacher'sunderstandingofthestudent'sexpressionoftheresponse.TangYanyuansLiuShaozhong(2003)haspointedthat:Teacherlanguageisaveryspecialprofessionallanguage,whichhasgraduallyarousedpeople'sinterestathomeandabroad.However,wehavenoticedthatwiththeriseof"TeacherTalk"research,theatmosphereofTeacherlanguageresearchisstrengthened,andatthesametime,itispossibletoweakentheprofessionallanguageresearch.Therefore,weproposetostrengthentheresearchonthiskindofprofessionallanguage,andintroducesometypicallanguageformsandpragmaticfunctionsofteachers'languageundertheguidanceofspeechacttheory,inthehopeofhelpingpeopletounderstandandstudyteachers'language.ZhangQunfang(2018)hasproposedthat:classroomquestioningisanimportantpartofEnglishclassroomteaching.Themainformofinformationexchangeandlanguagepracticeistocontactteachersandstudents.Teachersaskquestionscantriggerstudentstothink,measuretheteachingeffectandpromotestudentstoachievethegoalofEnglishlearning.3ResearchDesign3.1ResearchQuestionsThepurposeofthisresearchistostudythecurrentsituationofEnglishteachertalkinclassroom.Basedonthispurpose,theauthordesignedseveralquestionsforstudentstoanswer.Thequestionshavethefollowingaspects.Firstofall,aexperiencedteacherandanewteachermusthavedifferentfeatures.Intheclassroom,everyteacherhasdifferentteachingstyle.Thereforethedifferencebetweenexperiencedteachersandnewteachersisapointweneedtofocuson.Secondly,theattitudeofstudentstowardstheEnglishclassisveryimportant.Ourtaskistofindagoodteachingstylethatisalsothestudentslookingforwardto.Thirdly,timeallocationinEnglishclassisalsoapointweneedfocuson.Asweallknow,teacheristheorganizerofaclassinthemostschoolsinChina.Hence,properallocationofclasstimecanimproveclassefficiency.Thelastaspectisthesuggestionsfortheteacherswhichareproposedbythestudents.ThisstudyisapreliminarystudyontheteachertalkinhighschoolEnglishclasses.Thecomparativestudybetweenin-serviceteachersandpracticeteachersisnotin-depthenough.Inaddition,duetothelimitedresearchlevelandotherfactors,therearemanydeficienciesthatneedtobefurtherimproved.3.2SubjectsoftheresearchInthefollowingquestionnaire,aboutonehundredstudentsjoinedinit.ThestudentsarefromsenioroneofHefeiNo.9middleschool.Thestudentsarefromthedifferentclassandtheyareverycooperative.Thestudentsfromclass2,class5,andclass10respectively.Oneofthemisakeyclass.3.3InstrumentsoftheresearchDuetothesmallnumberofteachersurveys,inordertoimprovetheeffectivenessandcomprehensiveness,theauthoralsoconductedaquestionnaireanalysisofstudents.Letthestudentsevaluateaccordingtotheusualclasssituation,classroomteachingandtheuseofEnglishteachersclassroominstruction,accesstoclassroomreal-timeinformationandstudentevaluationinformation.Thequestionnairewastestedinasmallrange,20studentswererandomlyselectedforthetestfirstly,andthentheproposedquestionsweremodified.Finally,100validquestionnaireswererandomlydistributedandcollected.Theresponsesof100studentsinclassandthestudents'responsesandevaluationsoftheteachers'instructionlanguagewereanalyzedwithquestionnaires.Thisstudyalsoadoptsthemethodofnaturalobservation.Inordertoobservethemostrealteachers'teachingconditionsandstudents'classroomreactions,researchersobservetheEnglishteachingclassesinthestateofnature,capturethemostrealclassroomconditionsofteachersandstudents,andavoidtheinterferenceofthesurveyresultswithpreconceivednotions.3.4Proceduresoftheresearch3.4.1InvestigationpreparationBeforetheexperiment,theauthoractivelycommunicatedwithteachersoutsidetheschool.Withthehelpoftheteacher,theauthorcommunicatedwithanumberofteacherstomakethemunderstandthespecificissuesofthisstudyandcooperatewiththeinvestigation.Atthesametime,becausetheauthorisalsoamemberoftheteachers,intheinternshipprocessintotheclass,throughtheregularclassteaching,closethedistancewithstudents,establishagoodrelationshipbetweenteachersandstudents,andthenprepareforthequestionnairesurvey.Onehundredstudentswereselectedforthequestionnairesurvey.Afterconsultingalargenumberoffiles,thequestionnairewascompiledwiththehelpofteachers.3.4.2InvestigationimplementationThesurveyisdividedintothreesteps.Theauthorcollectstheteacher'swordsintheregularteachingofeachteacherthroughrecording,andsortsoutthepartoftheteacher'sinstructionlanguage,soastoprepareforthefollowinganalysisstage.Atthesametime,relevantinstructionwordswererecordedinclassasauxiliarymaterialstocollectcorpus.Thesecondstepistoconductaquestionnairesurveyontheuseofthelanguagebystudentsandteachers.Alarge-scalequestionnairewasdistributedtostudentsandteachers.ThethirdstepistointerviewEnglishteachersandstudents.Theinterviewcanfurtherunderstandandmasterthesurveyofthequestionnaire.Thepurposeofthisstudyistounderstandthestudents'reactiontothelanguageandtheirevaluationoftheinstructionlanguage.Interviewswithteachersaremainlytoanswerquestionsaboutteachers'cognitionofinstructionlanguageandtheirownconfusion.3.4.3DatacollectionandanalysisInthisstage,100studentquestionnaireswerecombined.Afterthequestionnaireswerecollected,SPSSsoftwareandsimplestatisticswereusedtoanalyzethedata.Analyzestudents'andteachers'cognitionoflanguageinclass.4DataAnalysisandDiscussion4.1DataanalysisThequestionnaireincludesfourparts.ThefirstaspectistheattitudesofthestudentstowardstheEnglishclass.Weallknow“interestisthebestteacher”,soitisimportanttoknowtheteacherimpressionsinthestudents’heart.Inthispart,threequestionsareincluded.DoyoulikeEnglishclass?WhatisyourimpressionsofyourEnglishteacher?DoyouthinkthattheEnglishteachertalkisconcernedwithyourEnglishlearning?Theauthorwillshowtheresultsthroughatableandthendiscussitindetail.Question1choicePercentQuestion2choicePercentQuestion3choicePercentAverylike64%Aserious3%Averyhelpful64%Blike28%Bkind71%Bhelpful28%Calittle6%Chumorous25%Calittle8%Ddon’tlike2%Dconcise1%Dnohelp1%Total111Inthefirstquestion,64percentofthestudentschoseA.ItisobviousthatmanystudentsstillhaveinterestsinlearningEnglish.ItisagoodpointforourEnglishteacherandjustalittleofthemdonotlikeEnglishclass.Inthesecondquestion,wecanfindthefeaturesofEnglishteachersinthisschool.Mostofthemleaveagoodimpressiononthestudents.Inthethirdquestion,weknowintheteacher-guidedclassroomteacherplaysanimportantroleinlearning.Thesecondpartisabouttimedistribution.HowlongdoesyourEnglishteachertalkintheclass?HowlongdoyouspeakEnglishintheclass?Inthefourthquestion,wecanseefromtheabovechartthatteachertalkstilltakesalargepartintheclassroom.Nearly52percentofthestudentsshowthattheteachertalkmorethanthirtyminutesintheclass.Therefore,onlyalittletimeareleftforthestudentstotalk.Althoughwearetryingtoimprovethissituation,wecannotchangealotwiththelimitationoftheeducationalsystem.Inthefifthquestion,wecanknowthattherearenotenoughtimeforthestudentstopracticetheirEnglish.Therefore,itismoredifficultyforChinesestudentstoexpresstheirthoughtsinEnglish.FromLiHua(2007),weknowthat:teacherdiscoursetakesupabout70%oftheclasstime,andteachersusuallyknowtheanswerstoquestions,whichmeansthatthestatusofteachersandlearnersintheintercommunicationprocessisunequal.Teacherdiscourseisveryimportanttothetargetlanguageacquisitionofforeignlanguagelearners,andinordertomaximizetheeffectofteacherdiscourse,teacherdiscourseshouldpaymoreattentiontoqualityratherthanquantity.Thethirdpartisseveralquestionsintheclassroom.Whatkindofquestiondoesyouteacherusuallyask?AnospecificanswerBaboutwords,phrasesandsentencesCaboutthetextsDoyouhaveenoughtimetothingthequestion?AhaveenoughtimeBhavealittletimeCnoenoughtimeWhatisyourteacher’sreactiontoyouranswer?AlistencarefullyBgivecomplimentsCcorrectyourmistakeHowdoesyourteachergiveyouafeedbackafteransweringthequestion?AgivecomplimentsBrepeatyouranswerCnofeedbackFromthechartabove,weknowthat65percentofthestudentssaythattheydon’thaveenoughtimetothinkwhenansweraquestion.Thatmeanstheteacherdoesn’tinteractwiththestudentsactually.FromtheSpeechActTheory,weknowitwon’tachievesupposedresult.Mostofthequestionsareaboutwords,phrases,andsentences,wecanknowthatthebasicknowledgeisstillthekeypointintheclass.Theefficiencyandquantityofaclassisconcernedwiththewayofaskingaquestionandthetimedistribution.Anotherimportantpartisfeedbackanditisapartthateasilybeingignored.Forexample:Teacher:“whocantellmewhythemanrefusedherinvitation?”Student:“becausehewillhaveanexamtomorrow.”(Situationone)Teacher:“sitdownplease.”(Situationtwo)Teacher:“youareright,verygood,sitdownplease.”Wecanseethedifferencesfromtheabovetwosituations.Whenthestudentansweredthequestion,theteachershouldgiveafeedbackquickly.Firstlytellthestudentstheyarerightorwrongandthengivethemacomplimentorencouragement.Theroleofteachersquestioningistoorganizeclasswellandgettolearnstudents’acquisitionsituation.Differentstudentshavethedifferentcomprehendingabilityandacquiringability.Forthosestudentswhodowellinthisclass,somesimplequestionsarenotenoughforthem.ForthosestudentswhoisnotgoodattheEnglish,theyneedsomesimplequestionstoprovethattheyarelisteningtoteachersandteachersgettoknowthesestudentslanguagedifficultybyquestioningsomesimplequestions.TeachersalsocanencouragethemtolearnEnglishbetterthroughthisway.Whentheteachergiveshimmoreattention,hemayinterestsinthisclassmore.PeiShuanbaohaspointedthat:Afterthestudentsanswertheteacher'squestions.Teachersshouldpaymoreattentiontowhatdidthestudentsanswerinsteadoffocusingtoomuchonhowmuchthestudentsansweredandavoidmistakesinpronunciation,grammarorvocabulary.Thatistosay,teachersshouldgivestudentsmorecontentfeedback,notformalfeedback.AppropriatecontentfeedbackcangivestudentsconfidencetoexpressEnglish.Itcanmakethecommunicativeactivitiesbetweenteachersandstudentsmoresmooth.Bothsimpleanddifficultquestionshavetheirownadvantagesanddisadvantages.Therefore,teachersshouldchoosetherightformoflanguageintheteachingsituationaccordingtotheoptimalsituation.Thesimplequestionisconciseandclear,makingiteasyforstudentstounderstandthequestion.Butsometimessimplequestionmaytooeasytoactivatemorethinking.Atthesametime,difficultinstructionmayleadthestudentstothinkaboutthequestiondeeply.Itisagoodwayforthemtothinkontheirown.4.2ThereasonsoftheresultsbasedonSpeechActTheoryThroughthestudyweknowthatinSpeechActTheoryteachertalkhavethreedimensions.Itsimpliedmeaningsandthewaystudentsrespondtoit.Forexample,someteacherswanttogreetstudentswellbutpullhisorherlongfaceseriously.Theywillruintheatmosphereoftheclassroom.Atthesametime,thedistancebetweenstudentsandteacherswillbecomewider.Insometeachers'opinion,teachertalkisnotveryimportantandtheyonlyneedtoteachtheknowledgetothestudents.Imaginewhateffecttheteachertalkhave?Theyignorethatthegoodaffectiveinteractionthediscoursebringbetweenstudentsandteachersisafactortobringthesuccess