Research On The Pragmatic Strategies Of Assessment Discourse By Teachers In Primary Chinese Classroom

This paper focuses on the pragmatic strategies of assessment discourse byteachers in primary Chinese classroom. As a very common linguistic phenomenon inprimary Chinese classroom, assessment discourse can not only directly shows theteacher’s attitude towards students’ study, but also deeply influence the students’learning process and learning results. Therefore, the research on this problem is veryessential.Integrates the existent studies of teachers’ assessment discourse, most of theresearches are based on the theories of education and educational psychology. And theresearches from a pragmatic point of view are comparatively limited in sum.In this paper, we firstly divide the teachers’ evaluating discourse in60classroomliteral records into two parts: positive assessment and negative assessment, directassessment and indirect assessment. And based on the categories, we put forward theagreement strategies and disagreement strategies, direct strategies and indirectstrategies. Afterwards, we analyze the influence of some factors such as the subject,the object, the context and the purpose of assessment on the strategies of teachers’assessment discourse. Finally, we give the agreement strategies and disagreementstrategies an in-depth analysis.The result reveals that the agreement strategies can be divided into6categories:repeat strategy, summary strategy, supplement strategy, commentary strategy,reference strategy and the strategy of evaluate by the third person. Similarly, thedisagreement strategies can also be divided into6categories: hedge strategy, empathystrategy, consult strategy, hint strategy, partly agreement strategy and improve theoccasion strategy.