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Article
Affiliation(s)

University for Shanghai of Science and Technology, Shanghai, China

ABSTRACT

Teacher questioning is the most crucial factor in the interaction between students and teachers in English classroom teaching. It is also an effective and comparatively straight approach to getting students involved in classroom interaction and communication, and checking teaching activity from students’ answers and reactions. For students, teacher questioning plays an indispensable role in provoking students to think critically and enhancing their problem-solving abilities. With the significance of teacher questioning and the goal of fostering students’ communicative language ability, this paper will make an analysis of teacher questioning from the perspective of Speech Act Theory to provide some useful implications to English teaching.

KEYWORDS

Speech Act Theory, teacher questioning, classroom

Cite this paper

US-China Foreign Language, September 2022, Vol. 20, No. 9, 341-345 doi:10.17265/1539-8080/2022.09.005

References

Austin, J. (1962).How to do things with words.Cambridge:Cambridge University Press.

Fang, M. (2020). Analysis of classroom feedback languages for English teachers based on Speech Act Theory. Journal of Pu’er University, 36(4), 135-136.

He, Z. X. (2011). Pragmatics. Shanghai: Shanghai Foreign Language Education Press.

Li, W. Q., & Zhang, X. M. (2020). Innovative research on college English listening teaching—Based on Speech Act Theory. Meitan Higher Education, 38(1), 92-95.

Ren, Y. (2018). Speech Act Theory—An original language concept. Foreign Language Education & Research, 6(4), 1-5.

Searle, J. R. (2002). Speech acts: An essay in the philosophy of language. Beijing: Foreign Language Teaching and Research Press.

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