Abstract

With the development of classroom teaching in domestic area, English education has been highly advocated and improved because of the increasing social demand for English talents, which requires a high quality of English teacher talk. But compared with the earnest hope from students, the quality of teacher talk can hardly adjust to the developing teaching system. In English classroom, all the words and sentences involved in teaching should be expressed in a proper degree of information. That means teachers should observe the quantity maxim, one of the maxims of Cooperative Principle. But in some ways, some teachers offer more or less information than the quantity that is needed, which causes the violation of quantity maxim. This paper explores the relations between English teacher talk and quantity maxim, probing into some factors which affect the violation of quantity maxim in teacher talk and puts forward some feasible strategies for improvement. It has been revealed that teacher talk is affected by culture factor, social factor and personal factor. Therefore combined with these three factors, three feasible strategies are proposed in the light of quantity maxim.

Keywords: English teacher talk; Cooperative Principle; quantity maxim; affecting factors; strategies for improvement

Contents

Abstract

摘要

1. Introduction-1

2. Literature Review-2

2.1 Teacher talk-2

2.2 Cooperative Principle and quantity maxim-2

2.3 Related research-3

3. The Relation between Teacher talk and Quantity Maxim-4

3.1 Observation of the maxim of quantity in teacher talk-4

3.2 Violation of the maxim of quantity in teacher talk-5

4. Factors Affecting The Violation of Quantity Maxim in Teacher Talk-9

4.1 Cultural factors-9

4.2 Social factors-10

4.3 Personal factors-11

5. Strategies for the Improvement of Teacher Talk-11

5.1 Getting rid of the stereotypes-11

5.2 Meeting with the students’ needs-12

5.3 Acquiring more cultural background knowledge of English-12

6. Conclusion-13

Works Cited-14