摘 要
小学英语教师课堂话语在组织课堂教学和学习者的语言习得过程中起着至关重要的影响。探讨发现，大部分学者主要针对高中，大学英语教师课堂话语进行探讨，英语论文，而对小学英语教师课堂话语略论较少。小学是学生学习英语的基础，因此，探讨小学英语教师课堂话语势在必行。
文章围绕小学英语教师课堂话语展开探讨,略论小学英语课堂的特点和小学英语教师课堂话语的作用力和作用因素从而提出优化小学英语教师课堂话语的策略。文章从以下几个具体步骤来展开略论：第一，略论小学英语教师课堂话语的探讨意义。第二，对教师话语分类,从而来了解其特点。第三，提出小学英语课堂话语存在的不足。第四，具体略论教师话语的作用因子即话语量，教师提问的数量及类型和教师的反馈等方面提出有关英语教师课堂话语的一些改进建议。第五，对文章提出的观点进行总结，并略论论文存在的不足，英语毕业论文，指出今后可能的探讨方向。
关键词： 小学英语教师；课堂话语；语言习得
Abstract
Primary English teachers' discourse plays a vital role in the organization of classroom teaching and learner's language acquisition process. Teachers' discourse is not only a tool for teachers to perform the teaching plan, but also an important source of students' language input. The thesis focuses on doing some research of primary English teachers' classroom discourse to analyse the characteristics of primary English teachers' classroom discourse and its influence and impact, then puts forward the strategy of optimizing primary English teachers' classroom discourse. Through research, it can be seen that most scholars mainly study for high school and college English teachers' classroom discourse, while the analysis of primary school English teachers' classroom discourse is less. Primary is the basis for students to learn English, so to study primary school English teachers' classroom discourse is imperative.
The thesis includes five chapters. First, the research significance of primary English teachers' classroom discourse is analysed. Second, the characteristics of teachers' discourse is classified. Third, some existing problems of primary English teachers' classroom discourse are discussed. Fourth, the influencing factor of teachers' discourse is analysed specifically, that is teacher talk, the amount and type of teachers' questions and the feedback from teachers, etc, and a number of recommendations for improvement of the English teachers' classroom discourse are put forward. Fifth, it summarizes the article view and analyses the paper's shortcomings and then points out the possible future research directions.
Key words: primary English teacher; classroom discourse; language acquisition
1 Introduction
Since Z•Harris put forward the concept of "discourse analysis" in 1952, discourse analysis had a history of about 50 years so far. As early as in the 1950s and 1960s, due to the impact of M•A•K•Halliday's functional linguistics and J•I•Austin and J•Searle's speech act theory, a group of linguists had analysed the discourse structure and discourse characteristics from the perspective of component distribution and context, began the study of discourse above the sentence level. When it was 1970s, with the development of theoretical linguistics, sociolinguistics and computer linguistics, the study of discourse analysis on ultra-sentence had risen to the register, cohesion, macro-structure and micro-structure. This stage of the study made a number of achievements, linguistics such as Van Jijk, W•I abov, M•A•K•Ha lliday, R•Ha san, J•S inclair and M•Co uthard et al have an important contribution to discourse analysis.
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