Pragmatic Analysis On Teachers’ Feedback In English Class

Teacher talk is the language used by the teachers in the secondlanguage teaching class. It is used by the teachers both in directing thestudents and transmitting knowledge. Only by the teachers’ accurate andclear sentences could the students understand the instruction, thus doing itaccordingly. What’s more, teacher talk itself is a good example of the use oflanguage for the students to imitate. It is a good way for the students’ inputof the language. Teachers’ feedback, evaluating and making comments onthe students’ performance, plays a very important role in encouraging thestudents and correcting mistakes in the students’ answer. In the specialcontext of classroom, while making feedback, the teacher should try tocommunicate with the students, choose effective approaches and strategiesand treat them with warm and courageous attitude.The recent years have witnessed the gradual change of the roles playedby teachers and students. Based on the student-centered classroom,teachers’ feedback, which will have significant effect on the students, hasattracted more scholars’ attention. In the student-centered class, theteacher’s feedback is considered to be effective in correcting linguisticerrors, transmitting information, helping the students form good learninghabit and cultivating their interest in learning English. The CooperativePrinciple is effectively used in analyzing discourse. The four maxims ofquantity, quality, relation and manner are widely observed to realizeeffective conversation. Observing the principle can make the people’slanguage easier to understand and violating them sometimes make itcomplex and hard to follow. On some occasions, the speaker violates theCooperative Principle in their language to create ConversationalImplicature. Conversational Implicature appears when the speaker violatesthe Cooperative Principle on purpose and makes the listener understandwhat the speaker really wants to express based on the conversation. The Cooperative Principle is of high value in directing teacher’s language.Observing it makes the teacher’s language easy to be accepted by thestudents, while violating it makes the explanation complex. Sometime,teachers violate the Cooperative Principle on intentionally to create specialimplicature.Teacher’s feedback, as a significant part of classroom activity,functions not only in teaching knowledge, correcting mistakes, but also inhelping the students examine the learning approaches, encourage them tostudy hard and cultivate their learning interest. Analysis on the Teach Talkwith Cooperative Principle and Conversational Implicature is essential forthe study of theory and the practical use of language. Observing theCooperative Principle can facilitate the students’ learning process, whileviolating it can cultivate the students’ self-learning ability and avoid theembarrassment caused by criticism.A survey with six teachers and their students as subjects is conductedfor the purpose of searching out the types, features and functions offeedbacks used by teachers in college English class. Based on analyzing thecollected data with CP and CI, this paper probes into how CP are practicallyand effectively used and the following results are found out to help thepresent English teacher improve their ability in giving feedback.(1)Improve feedback in classroom teaching with the pragmatic theories, likeCP and CI.(2) Avoid failure effectively in feedback with the help of the CPand CI.(3) Own the ability to give implicit correction.(4)Praise thestudents more and do it more effectively.(5) Encourage the students to doself-correction.(6) Reduce "criticize", when necessary, choose the implicitway.