Many international and domestic scholars have carried out extensive researches in teachers’ classroom. Pica Long’ studies has shown that traditional teacher-oriented is not a real communication which is not conducive to language acquisition. In recent years, domestic scholars also begin to pay closely attention to foreign language teachers’ classroom discourse analysis and research. As a result, it’s found that the lack of communication between teachers and students is not conducive to the cultivation the students’ language communicative competence. Up till now, a great number of studies have conducted the pragmatic analysis of teaching language. In this paper, analysis will be given on the pragmatic analysis of English language teaching in the classroom.

As Nunan points out, Teacher Talk is important for the organization and management of the classroom because it is through Teacher Talk that teachers either succeed or fail to carry out their teaching plans (Nunan7). In terms of acquisition, Teacher Talk is important because it is probably the major source of comprehensible target language input that the learners are likely to receive (Nunan28). Teacher Talk is very important, because it is not only for the management of classroom activities, but also for the acquisition process.