This study is based on the theory of"New Speech Act Analysis"in sociolinguistics.By transcribing the classroom dis-course of 28 international Chinese teachers,it analyzes the situation and characteristics of their use of discourse supportive speech act markers and interpersonal supportive speech act markers in the classroom.Among them,semantic coherence markers are much more commonly used in discourse supportive speech act markers than action coherence markers.In interpersonal supportive speech act markers,the most commonly used ones are the response markers,followed by the declaration markers and response markers.Based on this,the study further analyzes the emotional characteristics of the speech behavior of international Chinese teachers,the emotional strategies used by teachers,and the unique characteristics of teacher-student role relationships in international Chinese classrooms,in order to provide some reference for the analysis of teacher speech behavior and teacher development.
关键词
国际中文教育/教师话语/新言语行为/支持性言语行为标记/师生角色关系/教师情感策略
Key words
International Chinese education/Teacher discourse/New Speech Acts Theory/Supportive speech acts markers/Teacher student relationships/Teacher emotional strategies
维普
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