Analysis Of Teacher Talk In Junior High English Classroom Within The Framework Of Relevance Theory

Teacher talk plays a very important role in the process of language teaching. It is notonly the medium of teaching, but also a main source of language input. Therefore, the studyof teacher talk helps us to know the real condition of classroom teaching, and then toimprove the English class teaching effect. At present, teacher talk has been paid manyattentions by more and more researchers and teachers.Junior high middle school English teaching aims to cultivate the interests and lay agood foundation for the students’ English learning, and then to improve students’ ability ofperforming English but the status quo of teacher talk in Junior high school English teachingis not satisfactory. The situation that teacher talk can not be well understood by students,thus leads to the failure of communication happens a lot during the teacher-studentinteraction in class. How to make teacher talk more understandable? Previous researcheshave always put their focus on the linguistic and syntactic features. At present more andmore researches focus on this issue from the perspective of pragmatics.The present thesis is based on Relevance Theory proposed by Sperber and Wilson,studies and analyzes the English teacher talk in Junior high school from the perspective ofcognitive pragmatics. The aim of this thesis is to prove that the basic principles ofRelevance Theory have strong explanatory power to teacher-student interaction and thenfind out the nature of teacher-student interaction and elements that influence teacher-studentinteraction in junior high school classes. According to the research results, the thesis is tofind out some feasible suggestions to successful classroom communication, satisfactoryteaching effect and effective teaching method in English teaching of junior high school.