Meet With The Self In Use Of Language

Along with the active development of the teacher becomes an important aim of education reform, reflection is attached more and more attentions by the educational researchers. In varied tools developed to facilitate teachers' reflection, language activity is an important form. It ask teachers to express their reflection in language. But how language exists in the process of reflection, what relations is between language and reflection, and what experience and perplexity teacher will perceive , etc, are seldom answered.This work tries to discuss the field of teacher reflection in a perspective of pragmatics. The researcher divides the reflective language of teacher into three partitions: the descriptive, the dialogic, and the critical. The specialties, values, and the functions of these reflective languages are carefully reviewed. The researcher makes his point through a typical case study. After many times of interviews and an analysis of the teacher's diary on teaching, the researcher presents a picture of how those three types of reflective languages exist and change in the process of reflection of this teacher, and how this teacher is perceiving and valuing them. In the end, the researcher discussed some problems such as the relations between reflective languages and the teacher professional development, the relations between teachers' reflection, language, and the actions, and the dissimilation of the teacher reflective languages. The researcher believes that teachers should make attention to their reflective language to understand and change themselves, which may lead them to a real professional development.