A Study On The Development Strategy And Application Management Of Pragmatic Teacher Talk In English Class

Teacher talk is not only one of the reflections of teachers’ basic skills, but also the main resource of learners’ input of target language. Students’ classroom language learning outcomes mainly depend on the context of teacher talk and the interaction between teachers and students. The key issue in English teaching is what kind of discourse the teachers use to stimulate students to participate in communication, to intensify their desire to output language, and to improve the efficiency and quality of classroom interaction, so as to motivate students to learn English, and to improve the efficiency of their language learning. Therefore, correct and effective use of teacher talk plays an important role in foreign language teaching. However, after analyzing current situation of English teaching, it is obvious that there are still many problems in teacher talk of many English teachers, such as their organizing terms, teaching terms, teacher-student exchange terms and teachers’ feedback terms. According to all these factors above and the actual situation in local teaching, it is apparently important to set up an appropriate teacher talk system that is consistent with the theory of pragmatics in primary English teaching.The research methods used in this essay are literature analysis, classroom observation and case study. Firstly, this essay presents the researches on English class teacher talk conducted by domestic and foreign scholars; analyzes and interprets pragmatic teacher talk; and introduces speech act theory, pragmatic theory and relevance theory of pragmatic teacher talk. The author makes classroom records of herself and other good teachers in Jiangsu Province, and then observes and analyzes the classroom speech used in these high quality classes. This essay also analyzes the use of pragmatic teacher talk in three types of lessons with pragmatic theories: vocabulary teaching, dialogue teaching and discourse teaching; and tries to probe into the development strategies of pragmatic teacher talk from three different perspectives: contextual information, verbal interaction and meaningful output. Finally, this essay puts forward measures to improve the teachers’ discourse quality from two aspects: application range and management mode.