A Study On Teacher-Student Question-Answer Interaction In Primary School English Second Classroom

English classroom teaching is an interactive communication process between teachers and students,and teachers' questions play an important role in English class.But students' different “problems” are always one of the external factors that affect the implementation of classroom teaching,and it is also an important reason to affect students' overall English learning level and the whole teaching quality.Therefore,the education of teacher's talk is one of the important ways to solve the problem and transform the “underachiever”.Based on the recorded and transcribed situated talk data,the present thesis makes a qualitative analysis of the interactive discourse between teachers and students in the second classroom of primary school English from the perspective of discourse analysis,using Goal-Directed Principle and the Cooperative Principle.Through analysis,it is found that:(1)Teachers' different ways of questioning affect tendency of the students' responses and the goals of teachers' teaching;(2)There are different purpose relationships and discourse interaction strategies in teacher-student talk;(3)The cooperation degree of teacher-student talk is determined by the different purposes and purpose relationships of teacher-student talk.The author hopes that the research results can provide a useful reference for primary school teachers' successful change of “underachiever” and improvement of English classroom teaching through the optimization of talking strategies and the implementation of other related measures.The study mainly consists of six parts.Part one is introduction.It mainly introduces the research background,content,purpose and significance of the study,and points out the importance and necessity of the research on teacher-student question and answer discourse in the second classroom to transform the“underachiever”.The second part is literature review.This part mainly summarizes both domestic and overseas research status of “underachiever” and teacher-student talk discourse analysis,points out its advantages and disadvantages,and defines the related terms involved in this study.The third part is the theoretical basis.This partfocuses on introducing the two pragmatic principles that provide theoretical support for this study: “Goal-Directed Principle” and “The Cooperative Principle”.The fourth part is the corpus and method.This part mainly introduces the source of corpus collection,and introduces the main research method of this study: qualitative analysis.The fifth part is the discourse analysis of teacher-student question and answer in the second classroom.This part is the main part of the thesis,which mainly analyzes the relationship of purpose and the degree of cooperation between teachers and students.At the same time,this part analyzes the different interactive strategies used by teachers and students under the guidance of Goal-Directed Principle and The Cooperative Principle theory of teacher-student question and answer discourse in the second classroom.The sixth part is the research results and enlightenment.It answers the problems to be solved in this study and provides some useful suggestions for teachers' talk education in primary and middle schools.This study not only demonstrates the scope of application of “Goal-Directed Principle” and “The Cooperative Principle”,but also provides a new theoretical perspective for the interactive communication of teacher-student question-answer in the second classroom of primary English.It also enriches people's understanding of the relationship of purpose between teachers and students and the strategies of their discourse interaction,which has some practical reference value in teachers' education and teachers' teaching.