An Analysis Of The Pragmatic Strategy To The Questioning Utterance By Chinese Teachers

In this thesis the major task is to investigate the semantic strategy of the questions by the Chinese teachers under the guide of the relevance-theory framework. The relevance is redefined according to the relevance theory raised by Sperber and Wilson. We have defined the relevance as static meaning and dynamic meaning, in which the former denotes that the understanding and the acceptance of the hypothesis by the locuter toward the hearer's cognitive context coincides partially or completely with the real context by the locuter. The hearer's cognitive context is triggered by the new information included in the questioning utterance, and the hearer is willing and able to trigger the question, or else he can answer the question in the question area so that it can fill in the"vacant information"made by the locuter. In this case we can say that the teacher's questioning utterance is of relevance, without considering the effect of the context and of the dealing effort. The dynamic meaning is that the questioning utterance with the new information is relevant to the old information, moreover it refers to the further information on the basis of the relevance of both the locuter and the hearer. After that the old information and the new information combined with each other and change into a reciprocal known information, which will become the old information of the next conversation and then combine with another new information. We have divided the questions by the teachers into two types: the relevant questioning utterance and the irrelevant questioning utterance. We laid the emphatic analysis on the relevance and the semantic effect of the relevant questioning utterance, and redefine the irrelevant questioning utterance. We have expounded the necessity, ostentation and the generated by the relevant questioning utterance. The generation of the ostensive questioning utterance consists of the following strategies:1. there must be an implication before and after the questioning utterance2. define the clear questioning utterance3. make use of the mode4. make a proper use of the marked wordsAnd then we make an application of the dynamic analysis in the process of the conversation, we can expound how to generate the relevant questioning utterance. The irrelevant answers can take the following strategies:1. the construction of the context2. to intensify the ostentation of the questioning utterancethe teachers should not give up the reasking of the students on the relative lacking information answers, but they should further broaden the cognitive context and to reach a further relevance with the students. They must go on asking the students when they have met with the answers with the new information. We can take the following strategies:1. from the known information to the unknown information2. the teacher's questions should concentrate on one point3. the teachers should not change their questions frequentlylastly we analyze the other factors constrained the questioning of the teachers, such as the constraint of the style, the teachers should consider the important points of various kinds of the styles.