Study On Teachers' Pragmatic Failures In Classroom Teacher-student Communication

Language is the basic connecting approach to help classroom teaching go on successfully and the study on teaching discourse means investigating the logical basis of teaching. The study on classroom teaching discourse is increasingly attracting scholars' attention in recent years and the majority of Chinese scholars have tried to explore the categories, features, requirements and the faulty formulation of teaching discourse such as repetition, divergence, confusion, improper pause from the angle of linguistics.The discussion about teaching discourse of teaching pragmatics investigates the expression, understanding and context accordance in the application of teaching discourse and it establishes a solid theoretical foundation for the research into teacher's pragmatic failure. Adopting the research methods of documentation, investigation and case study, this dissertation conducts a concrete analysis of teacher's pragmatic failures in teacher-student communication based on the theory of teaching pragmatics and the practice of classroom teaching discourse. Therefore, it can not only expand the research fields and enrich the research documents of teaching pragmatics, but it can also contribute to guiding the fulfillment of teaching words in classroom teaching.Compared with the previous studies, this dissertation approaches teaching discourse both statically and dynamically by exploring it under the background of mutual understanding between teachers and students. From the aspects of expression, understanding and teaching context, it firstly points out the manifestation of teacher's pragmatic failures; then it probes into the causes of the teacher's pragmatic failures and finally puts forward four strategies as follows: strengthening teacher's speaking accomplishments; designing teaching words with meticulous care; mastering the teacher-student communicative skills and creating a harmonious teaching context.