A Study Of Students' Discourse Right In The Perspective Of Pragmatics

The discourse right, originated from sociology, consists of both rights and obligations.It reflects one’s degree of freedom and possibility of expressing their ideas, values and attitudes respectively. It also mirrors one’s creativity, social status and rights in certain circumstances as well as helps to explain how the influences are functioned by their social roles. Classroom, as a specific field, characterizes dynamically the overall structure of students-teacher activities and relations in certain ruled periods and limited areas, focusing on previous experience and present context. In order to research and analysis systematically the’Discourse Right of Students in Class’, from pragmatics frames I adopt three aspects of subject, context and effect, namely fourteen dimensions altogether, to estimate, describe and reason analysis the’ Discourse Right of Students in Class’ with different methods. At last, I try to propose some specific suggestions.Firstly, I estimate the’ Discourse Right of Students in Class’ from the mentioned aspects. For subject, I estimate’ the expressing time’,’the institution of relations’,’ the guide of relations’,’the blindness of relations’ by comparing the time length of students’ discourse and teacher’s one. For context, I estimate ’the emotion of communication’,’the identity of communication’,’the constraining space’,’the helpless space’,’the constraining media tools’and ’the powerful text’ by analyzing the context of the students-teaching interaction and text document. For effect, I estimate ’the ability of speaker’,’the information-gap of listener’,’the conditions of listener’and’the attitudes of listener’ from the information-gap between Ss-T, teacher’s optional behavior under conditions, and teacher’s attitudes of feedback. I try to cover comprehensively the ’Discourse Right of Students in Class’ from such three aspects, namely fourteen dimensions, based on theory presented below.Besides, I offer reason analysis, specifically explaining and concrete suggestions on the ground of the previous estimation results. I not only explain the ’no’/’low degree’lacks, but also the ’medium degree’/’high degree’ lacks, with concrete suggestions at the bottom of each aspect. These suggestions include the construction and maintenance of democratic T-S relations, doubting and breaking teachers’authoritative role, developing students’ potential with prejudice, space-management with students-centered, the rearing of students’ learning method of processing information, interpreting the text/documents in various ways, offering positive evaluation and individual evaluation in accordance with environments.I hope that those above would bring some revelatory influence to the teaching-learning practice due to analysis on such three aspects.