A Pragmatic Study Of Teachers' Repair On Students' Utterance In Classroom English Teaching In Senior School

Repair, within the theoretical framework of pragmatics, is identified as a kind of linguistic choice and a communicative approach that is utilized to fulfill specific communicative purposes. Teachers'utterance is not only the major carrier for transmitting information to students, but also an important medium for teachers'effective control of the classroom. Generally, teachers point out, adjust or correct students'wrong or inappropriate utterance by means of direct repair, meta-lingual instructions, confirmation and repetition in utterance turns. Repairing process consists of error-sourcing, repair-initiation and repair-completion. As an important tool for outputting intelligible speech, which includes a wealthy of pragmatic strategies and significance, repair, is often used to mediate personal relation.Cooperative Principle, the general principle in which participants are expected to make their own effort, namely, make their conversational contribution as required, in a conversation or at various stages of a conversation. It is the observance of Cooperative Principle that determines cooperative communication in English classroom. Therefore, cooperation in discourse repair is an indispensable part in the study of classroom communication. Politeness Principle is also an universal principle of social communication, which is used to set up, maintain and promote the conversational exchanges between teachers and students on specific occasions. In classroom utterance repair, teachers can reduce the threat to students'face by using specific language strategies and inspire students'learning motivation through polite, active and affirmative words. Therefore, the study on how teachers'repairing utterances follow these two principles is of great significance.From the perspective of Cooperative Principle and Politeness Principle, based on the questionnaire of students from two classes in Grade 2 and the English teachers'recording at the scene in a senior school in Loudi, Hunan, this thesis attempts to categorize the types of teachers'repair on students'utterance in classroom English teaching first, followed by studying the methods of the teachers'repair and then with the help of software SPSS15.0, a statistical analysis of different students'attitudes towards teachers'repair and the pragmatic reasons that evoked different methods of teachers'repair are explored. Finally, based on the pragmatic functions of various repairing methods and students'different attitudes, some pedagogical suggestions for classroom repair are provided to improve English teaching.