教師語言是教師於課堂中所使用的話語。本研究從語用學的角度來探究教師語言。言語行為的類別，包含：表述類、指使類、承諾類、表情類、宣告類（Searle，1975a）。台灣英語教師的教師語言經常用於傳達教材內容、指派學習任務、評量學生表現、檢視學習進度等（洪麗雪，2006；林聖博，2013）。然而，文獻當中，鮮少將英語為母語的教師作為研究對象或以言語行為檢視教師語言。故本研究透過蒐集台灣某大學英語課程的實錄影片，分析一名英語為母語之教師對非英語系學生的用語。分析資料包含十部課堂影片，每部影片為兩堂課。本文研究問題如下：（1）以英語為母語之教師的教師語言中，最常見的功能為何？（2）該名教師所使用的功能與英語非母語的教師有何不同？（3a）該名教師最常使用的言語行為為何？（3b）該言語行為最常被使用的原因為何？研究結果顯示，該名教師的教師語言最常用於傳達教材內容、解釋教材內容、管理課堂活動。而延續與學生的對話、表達對教材內容的想法以及複習則是未於台灣本土教師的話語中所發現的。基於不同的教學活動與教師本身是否偏重學生或教材，教師語言會有所不同。而該名以英語為母語之教師最常使用的言語行為則是表述類，此種言語行為最常被用於傳達教材內容。此外，結果亦顯示教師言語行為的使用會隨著教學目標而改變，且某些言語行為對特定的教師語言功能有較佳的效果。透過分析教師語言的言語行為及比較其功能，本研究期望能提供英語教師教學上的建議，藉此促進學生的學習及良好的師生關係。

This study explores teacher talk, the language used by a teacher in classrooms, from the perspective of pragmatics. Transmitting teaching materials, assigning learning tasks, evaluating students’ performance and examining students’ learning progress are common functions of teacher talk found in English teachers in Taiwan (Hung, 2006; Lin, 2013). However, few studies investigate native English-speaking teachers’ talk and examine the talk with speech acts, i.e., representatives, directives, commissives, expressives and declarations (Searle, 1975a). To fill the gap, 10 videos of 100-minute English lessons for non-English majors provided by a university native English-speaking teacher are collected and analyzed. The research questions are as follows: (1) What are the common functions of the native English-speaking teacher’s talk? (2) How are the functions of the native English-speaking teacher’s talk different from that of the non-native English-speaking teachers revealed in previous studies? (3a) Which speech act is used the most by the native English-speaking teacher? (3b) Why is the speech act used the most by the native English-speaking teacher? It is found that the native English-speaking teacher’s talk was often used to transmit teaching materials, interpret teaching materials and manage activities. Extending conversations with students, expressing opinions on the content in teaching materials and reviewing are functions absent in previous research on Taiwanese teachers’ talk. The use of teacher talk could vary based on different learning activities and teachers’ tendency toward students or teaching materials. In addition, the representative is the type of speech acts used the most by the teacher, and it was mostly used to transmit teaching materials. With different teaching goals, the use of speech acts alters. Besides, it is also manifested that certain types of speech acts are more favorable than others for certain functions of teacher talk. By analyzing the speech acts and comparing the functions of teacher talk, this study provides suggestions for English teachers to facilitate students’ learning and teacher-student rapport.

Allan, K. (1997). Speech act theory: Overview. In P. V. Lamarque (Ed.), Concise encyclopedia of philosophy of language, (pp. 452-466). Pergamon Press.
Alseweed, M. A. (2012). University students' perceptions of the influence of native and non-native teachers. English Language Teaching, 5(12), 42-53.
Aslan, E., & Thompson, A. S. (2017). Are they really “two different species”? Implicitly elicited student perceptions about NESTs and NNESTs. TESOL Journal, 8(2), 277-294. https://doi.org/10.1002/tesj.268
Austin, J. L. (1962). How to do things with words. Oxford University Press.
Bardovi‐Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32(2), 233-259. https://doi.org/10.2307/3587583
Bardovi-Harling, K., Hartford, B. A., Mahan-Taylor, R., Morgan, M. J., & Reynolds, D. W. (1991). Developing pragmatic awareness: Closing the conversation. ELT Journal, 45(1), 4-15. https://doi.org/10.1093/elt/45.1.4
Basra, S., & Thoyyibah, L. (2017). A speech act analysis of teacher talk in an EFL classroom. International Journal of Education, 10(1), 73-81. https://doi.org/10.17509/ije.v10i1.6848
Berry, R. A. W., & Kim, N. (2008). Exploring teacher talk during mathematics instruction in an inclusion classroom. The Journal of Educational Research, 101(6), 363-378. https://doi.org/10.3200/JOER.101.6.363-378
Broughton, G., Brumfit, C., Pincas, A., & Wilde, R. D. (2002). Teaching English as a foreign language. Routledge.
Chen, S. C. (2010). Multilingualism in Taiwan. International Journal of the Sociology of Language, 205, 79-104. https://doi.org/10.1515/ijsl.2010.040
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004–2009). Language Teaching, 45(2), 180-201. https://doi.org/10.1017/S0261444811000577
Chern, C. L. (2010). General English programs at universities in Taiwan: Curriculum design and implementations. Chang Gung Journal of Humanities and Social Sciences, 3(2), 253-274. https://doi.org/10.30114/CGJHSS.201010.0002
Chia, H. U., Johnson, R., Chia, H. L., & Olive, F. (1999). English for college students in Taiwan: A study of perceptions of English needs in a medical context. English for Specific Purposes, 18(2), 107-119. https://doi.org/10.1016/S0889-4906(97)00052-5
Chun, S. Y. (2014). EFL learners' beliefs about native and non-native English-speaking teachers: perceived strengths, weaknesses, and preferences. Journal of Multilingual and Multicultural Development, 35(6), 563-579. https://doi.org/10.1080/01434632.2014.889141
Clark, H. H. (1979). Responding to indirect speech acts. Cognitive Psychology, 11(4), 430-477. https://doi.org/10.1016/0010-0285(79)90020-3
Cullen, R. (1998). Teacher talk and the classroom context. ELT Journal, 52(3), 179-187. https://doi.org/10.1093/elt/52.3.179
Davies, M. J. (2011). Increasing students’ L2 usage: An analysis of teacher talk time and student talk time. [Unpublished Manuscript]. MA TEFL/TESL Centre for English Language Studies, University of Birmingham. https://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/languageteaching/Daviesessay1TTTessaybank.pdf
Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT Journal, 59(3), 199-208. https://doi.org/10.1093/elt/cci039
Fromkin, V., Rodman, R., & Hyams, N. (2017). An introduction to language (11th ed.). Cengage Learning.
Grundy, P. (2019). Doing pragmatics. Routledge.
Hamid, M. O., & Nguyen, H. T. M. (2016). Globalization, English language policy, and teacher agency: focus on Asia. International Education Journal: Comparative Perspectives, 15(1), 26-43.
Han, S. A. (2003, December). Do South Korean adult learners like native English speaking teachers more than Korean teachers of English [Paper presentation]. International Education Research Conference, Auckland, New Zealand. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.214.6211&rep=rep1&type=pdf
Harmer, J. (2007). The practice of English language teaching. Pearson Longman.
Her, O. S., Chou, C. P., Su, S. W., Chiang, K. H. & Chen, Y. H. (2013). A critical review of universities’ English benchmark policy for graduation. Educational Policy Forum, 16(3), 1-30.
Her, O. S. (2020). All that glitters is not gold: On the true face of universities’ English exit requirements. Taiwan Educational Review Monthly, 9(9), 18-24.
Hetzelein, J. (2016). Teacher talk and student talk: Is there a right balance. And how much do teachers really speak. [Master’s thesis, Freie Universitat Berlin]. https://www.academia.edu/download/49742475/teacher-talk-and-student-talk-masters-thesis-jakob-hetzelein-pub.pdf
Hung, L. S. (2006). A frame analysis of teacher talk in three elementary EFL classrooms. [Master’s thesis, National Chung Cheng University]. https://hdl.handle.net/11296/4s3ud4
Kachru, B. B. (1990). World Englishes and applied linguistics. World Englishes, 9(1), 3-20. https://doi.org/10.1111/j.1467-971X.1990.tb00683.x
Kasai, M., Lee, J. A., & Kim, S. (2011). Secondary EFL students’ perceptions of native and nonnative English-speaking teachers in Japan and Korea. Asian EFL Journal, 13(3), 272-300.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University.
Leech, G. (2016). Principles of pragmatics. Routledge. https://doi.org/10.4324/9781315835976
Levinson, S. C. (1980). Speech act theory: The state of the art. Language Teaching, 13(1-2), 5-24. https://doi.org/10.1017/S0261444800008661
Li, C. Y. (2015). Native and non-native English speaking teachers in kindergarten classrooms. Languages and International Studies, 13, 1-22.
Liao, Y. F. (2019). Yingwen nengli jenji jiaoxue de chengxiao yu xingsi [The effectiveness and reflection of English ability grouping instruction]. Taiwan Educational Review Monthly, 8(2), 100-108.
Lin, H. Y. (2005). Teacher talk of native and non-native English teachers in EFL classrooms. [Master’s thesis, Ming-Chuan University]. https://hdl.handle.net/11296/d6uy4e
Lin, S. B. (2013). An analysis of teacher talk in English classroom: A case of two university teachers [Master's thesis, National Chung Cheng University]. https://hdl.handle.net/11296/3c8jzm
Luo, W. H. (2007). A study of native English-speaking teacher programs in elementary schools in Taiwan. Asia Pacific Education Review, 8(2), 311-320. http://doi.org/10.1007/BF03029265
National Development Council (2018) 2030 Shuangyu guojia zhengce fazhan lantu [Blueprint for Developing Taiwan into a Bilingual Nation by 2030]. Executive Yuan.
Medgyes, P. (1992). Native or non-native: Who's worth more?. ELT Journal, 46(4), 340-349. http://doi.org/10.1093/elt/46.4.340
Mey, J. L. (2001). Pragmatics: An introduction (2nd ed.). Blackwell.
Ministry of Education (2003). Guomin zhongxiaoxue jiunianyiguan kecheng gangyao zonggang [General Guidelines of Grades 1-9 Curriculum for Elementary and Junior High School Education]. https://cirn.moe.edu.tw/WebContent/index.aspx?sid=9&mid=92
Ministry of Education (2020). Qianzhan jichu jianshe – rencai peiyu cujin jiuye jianshe – 2030 shuangyu guojia zhengce (110 zhi 113 nian) jihuashu [Plan for Forward-Looking Infrastructure - Human Resources Infrastructure - Bilingual Nation 2030 (2020 to 2024)]. https://www.ey.gov.tw/File/2B6104944B834BE1
Ministry of Education (2021). Dazhuanxiaoyuan xuesheng shuangyuhua xuexi jihua [Plan for Bilingual Education for Students in College]. https://www.edu.tw/Default.aspx
Morgan, J. 1978. Two types of convention in indirect speech acts. In P. Cole (Ed.), Syntax and semantics, vol. 9: Pragmatics (pp. 261-280). Academic Press. https://doi.org/10.1163/9789004368873_010
Moussu, L. M. (2006). Native and nonnative English-speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English administrator beliefs and practices. [Doctoral dissertation, Purdue University]. https://eric.ed.gov/?id=ED492599
Oishi, E. (2006). Austin’s speech act theory and the speech situation. Esercizi Filosofici, 1, 1-14.
Raschka, C., Sercombe, P., & Huang, C. L. (2009). Conflicts and tensions in codeswitching in a Taiwanese EFL classroom. International Journal of Bilingual Education and Bilingualism, 12(2), 157-171. http://doi.org/10.1080/13670050802153152
Rezaee, M., & Farahian, M. (2012). An exploration of discourse in an EFL classroom: teacher talk. Procedia - Social and Behavioral Sciences, 47, 1237-1241. http://doi.org/10.1016/j.sbspro.2012.06.806
Ryu, Y. S., & Sung, K. (2005). Teacher talk in an EFL university classroom. English Teaching, 60(1), 41-68.
Sadeghi, A. R., & Asadi, A. (2011). Critical discourse analysis in an EFL Classroom. The Iranian EFL Journal, 2, 53-67.
Searle, J. R. (1975a). A taxonomy of illocutionary acts. University of Minnesota Press, Minneapolis. Retrieved from the University of Minnesota Digital Conservancy, https://hdl.handle.net/11299/185220.
Searle, J. R. (1975b). Indirect speech acts. In P. Cole & J. L. Morgan (Eds.), Speech acts (pp. 59-82). Brill.
Swandewi, I. A. N. A., Ramendra, D. P., & Juniarta, P. A. K. (2018). An analysis of speech acts used by english teachers in classroom teaching and learning process at sma negeri 2 banjar. Jurnal Pendidikan Bahasa Inggris Undiksha, 5(2), 1-12. https://doi.org/10.23887/jpbi.v5i2.13471
Taguchi, N. (2008). Cognition, language contact, and the development of pragmatic comprehension in a study‐abroad context. Language Learning, 58(1), 33-71. http://doi.org/10.1111/j.1467-9922.2007.00434.x
Thomas, J. A. (2014). Meaning in interaction: An introduction to pragmatics. Routledge.
Tien, C. Y. (2009). Conflict and accommodation in classroom codeswitching in Taiwan. International Journal of Bilingual Education and Bilingualism, 12(2), 173-192. http://doi.org/10.1080/13670050802153160
Tsao, F. F. (1999). The language planning situation in Taiwan. Journal of Multilingual and Multicultural Development, 20(4-5), 328-375. http://doi.org/10.21832/9781847690968-008
Tsou, S. Y., & Chen, Y. (2019). Taiwanese university students' perceptions toward native and non-native English-speaking teachers in EFL contexts. International Journal of Teaching and Learning in Higher Education, 31(2), 176-183.
Tsou, W. L., & Kao, S. M. (2017). Overview of EMI development. In W. L. Tsou & S. M. Kao (Eds.), English as a medium of instruction in higher education (pp. 3-18). Springer. http://doi.org/10.1007/978-981-10-4645-2_1
Viiri, J., & Saari, H. (2006). Teacher talk patterns in science lessons: Use in teacher education. Journal of Science Teacher Education, 17(4), 347-365. http://doi.org/10.1007/s10972-006-9028-1
Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers: Student perceptions in Vietnam and Japan. Sage Open, 4(2), 2158244014534451.
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23. http://doi.org/10.1191/1362168802lr095oa
Wang, L. Y., & Lin, T. B. (2013). The representation of professionalism in native English-speaking teachers recruitment policies: A comparative study of Hong Kong, Japan, Korea and Taiwan. English Teaching: Practice and Critique, 12(3), 5-22.
Wang, W. C. (2001). An analysis of teacher talk in child EFL classroom. [Master’s thesis, National Chengchi University]. http://thesis.lib.nccu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dallcdr&s=id=%22A2002001005%22.&searchmode=basic
Weng, P. S. (2012). Code-switching as a strategy use in an EFL classroom in Taiwan. US-China Foreign Language, 10(10), 1669-1675.
Wu, K. H., & Ke, C. (2009). Haunting native speakerism? Students' perceptions toward native speaking English teachers in Taiwan. English Language Teaching, 2(3), 44-52. http://doi.org/10.5539/elt.v2n3p44