A Study Of The Influence Of Primary School English Teachers' Classroom Discourse On Students' Pragmatic Competence

English teacher's classroom discourse is a means for teachers to organize,manage and guide the classroom.It plays a variety of important functions in the classroom.As the most important way to achieve teaching interaction and language input,it has a great impact on the development of students' pragmatic ability.However,in the teaching practice,the author finds that teachers usually take the target of language knowledge as the most important teaching target,pay more attention to the learning of vocabulary,syntax and grammar,emphasize the correctness of the use of language forms,but ignore the appropriateness of language communication.This phenomenon of "emphasizing language form while neglecting language use" makes students lack of communicative ability.In addition,among the existing research results,the author finds that researchers pay too little attention to the pragmatic competence of learners with low language proficiency,and there are even fewer studies focusing on the influence of the quality of teachers' classroom discourse on the development of pupils' pragmatic competence.This trend shows that researchers have not fully realized the necessity of improving the quality of classroom discourse of primary school English teachers and the importance of cultivating students' pragmatic ability in primary school.In order to rich the research content and provide a practical guide for others,the author in this study found the pragmatic problems of teachers and students through classroom observation.Then,a questionnaire survey for teachers and a pragmatic test for students were conducted.Combined with the results,the author analyzes the influence of teachers' classroom discourse pragmatic problems and pragmatic teaching awareness on students' pragmatic competence.Based on the above research,the author finds that the influence of teacher's classroom discourse on students'pragmatic competence is as follows:Teachers' weak pragmatic awareness leads to students' lack of pragmatic competence.Teachers' speech habit affects students'cognition of communicative rules.Teachers' discourse thinking affects students'authentic expression of communicative words and deeds.The "width" of teacher's discourse affects students' intercultural communication competence.After clarifying the relationship between the two,the author puts forward five sugg,estions on how to improve students' pragmatic competence:Teachers should optimize language input and guide students to establish pragmatic awareness.Teachers should study and explore pragmatic functions from textbooks.Teachers should cultivate students'awareness of cultural differences by cultural introduction.Teachers should create the aeppropriate context to improve students' pragmatic competence.Teachers should integrate in-class and out-class activities to promote the common development of pragmatic knowledge and pragmatic competence.