基于关联理论的高中英语教师话语的调查研究-学科教学（英语）专业论文.docxVIP

AbstractTeacher Abstract Teacher talk is an important and necessary tool for classroom teaching especially for English teaching．When it comes to language teaching，the significance of teacher talk is prominent．Teacher talk is not only the medium of teaching，but also the major resource of comprehensible target language input that learners are likely to receive．Therefore，the study of teacher talk is beneficial to see real situation of language teaching，then to improve teaching effect．In English classroom teaching，teacher talk is regarded as one of the crucial factors of teaching efficiency．As a result，more and more researchers and teachers have put emphasis on teacher talk，which makes it become one of the most important and productive areas of research in SLA． Early research has focused on the phonological and syntactic features of teacher talk and teacher questions．This paper intends to analyze teachers’questions and feedback from the perspective of cognitive pragmatic under the framework of Relevance Theory，and as a result， to provide some pedagogical implications for successful teacher talk． The subjects of the research are 4 English teachers and 220 students from Weixian No．1 ．Middle Sch001．The author adopts classroom observation，questionnaire and interview to conduct the study．The questionnaire is designed based on ZhouZhou’s(2002)．And the author makes some changes according to the Relevance Theory to make it suitable for the present research objectives and the students．There are 1 9 items in the questionnaire，among which item 1 to item 1 1 are related to teachers’questioning and item 1 2 to item 1 9 are related to teachers，feedback．As for interview，the author interviews teachers and students respectivelV．The classroom observation lasts for two and a half months in a senior high middle sch001． The findings of the research indicate that in senior school teaching，English teachers language should be clear and definite．At first，teachers should take into consideration