摘 要：在第二语言课堂上，教师语言具有多重的语用功能。除了有组织教学的功能外，教师话语还是一个重要的目标语输入渠道，它与学生的二语习得有着密切的关系。因此，研究英语课堂中的教师语言具有重要意义，研究教师语言的语用现状有助于学生掌握语言，有利于教师提高教学效果。本文在言语行为理论的框架下分析了教师课堂语言的语用功能，根据语用的现实状况总结其存在的问题并阐述原因，最后分析了提升教师课堂语言的语用策略，以期待对我们的英语课堂教学实践提供有益的启示。

关键词：教师语言；言语行为；语用研究

Abstract：In the second language classroom, Teacher Talk has multiple pragmatic functions. Apart from as a tool of organizing classroom activities, Teacher Talk is still an important channel of inputting the target language, which closely involves with students’ second language acquisition. Therefore, it is very significant to explore this subject, it is helpful for students to master the language and for teachers to improve the teaching effect. In this paper, the pragmatic functions of teachers’ language in English classroom are analyzed in view of Speech Act Theory. And according to the current English teaching situation, the problems of teachers’ language in the English classroom are analyzed. Finally, some pragmatic strategies are proposed to improve teachers’ language in English classroom. It is hoped that beneficial enlightenments will be provided in this paper for teaching practice in our English class.

Key words: Teacher Talk; Speech Act Theory; pragmatic research

Contents

摘 要 i

Abstract ii

I. Introduction 1

II. Relevant Concepts and the Analysis of Pragmatic Functions of Teachers’ Language in the English Classroom 2

2.1 Speech Act Theory and Teacher Talk 2

2.2 The Pragmatic Functions of Teachers’ Language in the English Classroom 4

III. The Pragmatic Problems of Teachers’ Language in the English Classroom and Causes’ Analysis 7

3.1 The Pragmatic Problems of Teachers’ Language in the English Classroom 7

3.2 The Causes’ Analysis 9

IV. The Countermeasures to Solve the Progmatic Problems of Teachers’ Language in the English Classroom 10

4.1 Enhance Teachers’ Pragmatic Consciousness 10

4.2 Change Teachers’ Role and Cultivate Students’ Communicative Ability 10

4.3 Improve the Teaching Resources 11

V. Conclusion 12

Bibliography 14

Acknowledgements 15

The Analysis of Pragmatic Functions of Teachers’ Language in the English Classroom

I. Introduction

The teaching of the second language has drawn increasing attention from many scholars and educators at home and abroad. Their researches use methodologies from a range of fields, such as pedagogy, linguistics, psychology, philosophy. And offer a stimulus to application of all kinds of teaching theories to foreign language classroom. In order to get more knowledge about teaching and learning languages, some researchers have conducted extensive researches in classroom settings by observing and recoding performances and interaction activities between teachers and students. More and more attention has been paid to Teacher Talk that occurs naturally in foreign language classroom.

Along with the evolution of human civilization, language communication becomes an important means to education. English classroom teaching can improve students’ learning enthusiasm. Teachers pay attention to the pragmatic features of language teaching, improving the teaching quality, stimulating students’ learning motivation. Due to its significance, teachers should try to organize classroom teaching in English. To be exact, it is the key to success or failure of English teaching. Teachers’ language is a kind of special language in English classroom. Since 1950s, English teaching has become an important subject in the study of foreign language teaching. The classroom is the main place where teachers and students to communicate in language.