ABSTRACT
Critical discourse analysis (CDA) was first proposed by western scholar Gunther Kress and Roger Fowler. The purpose of CDA is to analyze the media discourse, political speeches and official documents and so on, to find out the relationship between discourses and power and to reveal speakers’ real thought. As the development of relative studies, some linguists have found that teachers’ talk is also a proper subject for critical discourse analysis.
Since teachers are the dominators in the class, they will certainly utilize their power through their talks. As a result, this paper will focus on using critical discourse analysis to analyze the relationship between teachers’ power and their talks in class. In this paper, the writer have selected five teachers as subjects and analyzed the investigation results to find out teachers’ power embedded in teachers’ talk through CDA.
Key words: critical discourse analysis, teachers’ talk, teachers’ power
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
Chapter Two LITERATURE REVIEW-3
2.1 An Overview of Teachers’ Talk-3
2.2 Previous Studies on Teachers’ Talk Abroad-3
2.3 Previous Studies on Teachers’ Talk Home-4
Chapter Three CDA AND TEACHERS’ POWER IN CLASS-5
3.1 Critical Discourse Analysis-5
3.1.1 CDA in General-5
3.1.2 Halliday’s Systematic-Functional Grammar (SFG)-6
3.2 Introduction of Teachers’ Power in Class-7
3.2.1 Teachers’ Power of Assigning Tasks-7
3.2.2 Teachers’ Power of Making Punishment-7
3.2.3 Teachers’ Power of Offering Reward-8
3.2.4 Teachers’ Power of Showing Personalities-8
3.2.5 Teachers’ Power of Presenting Competence-8
Chapter Four RESEARCH DESIGN-10
4.1 Research Purpose-10
4.2 Research Objects-10
4.3 Research Methods-10
4.4 Data Analysis-11
4.4.1 Teachers’ Power of Assigning Tasks-11
4.4.2 Teachers’ Power of Offer Reward-11
4.4.3 Teachers’ Power of Making Punishment-12
4.4.4 Teachers’ Power of Showing Personalities-12
4.4.5 Teachers’ Power of Presenting Competence-13
Chapter Five IMPLICATIONS & SUGGESYIONS-13
5.1 Designing Teachers’ Talk in Class Well-13
5.2 Balancing Teachers’ Power of Making Punishment and Offering Reward-13
5.3 Using the Power of Assigning Tasks Properly-14
Chapter Six CONCLUSION-15
REFERENCES-17
