Pragmatic Failures On Teachers’ Language

A language is the most important tool of communication and thoughtfor us human beings. It is the bridge and link for us to communicate.Teacher language is a special professional one which works in classfor teachers. Of course, this special language is the bridge betweenteachers and students that plays a vital role on students.Nowadays there are many researches on teacher language but mainlyfocus on studying the characteristics from linguistics. Fewresearches are from pragmatics. Some articles also relate topragmatics but mainly discuss pragmatic principles. Less is aboutthe connection with pragmatic failure. In our homeland, theresearch on pragmatic failure is mainly about cross-culturalpragmatic failure. The significance of studying pragmatic failure,foreign language teaching and second language acquisition seemsmore emphasized cross-cultural pragmatic failure less in intra-lingual pragmatic failure. However, the study on pragmaticfailure must include the two aspects. So I aim my paper at expoundingpragmatic failure by teachers from pragmatics, which is a new anglefor language teaching and is to help teaching.In this paper, I adopt Interview, Questionnaire Survey and DataStudies to study pragmatic failure by teachers. It is divided intofour parts. The first one is Introduction which is about the studyvalue, methods, new points and some connected concepts. The secondstates the problems of teacher language pragmatic failure. Some ofthe problems are caused by breaking the cooperative principle; someare by ignoring second language and others are caused by breakingthe politeness principle. The third part analysis the reasons forthe pragmatic failure: From the angle of teaching skills, teachersdon’t realize the importance of teacher language so they lack thelanguage accomplishment and professional qualification. Someteachers are not willing to get continuing education and improvethe professional qualification; From the angle of teaching emotion, some are caused by breaking principle of honesty because ofteachers’ high pressure; The fourth part discuss the strategy tocorrect. From teachers themselves, they should strengthen theprofession attainment and get educated continuingly; From the angleof teaching emotion, teachers should learn to tolerate andappreciate. They are to maintain a good state to be healthy;Education administrative departments of different level ought toplay their actual part that is their responsibility. Thedepartments organize the profession trainings, competitions toactive the teachers healthily.