An Analysis Of Classroom Discourse Function In Junior High School From A Pragmatic Perspective

English classroom teaching includes many different speech activities.Teachers and students are important roles in these speech activities,teachers are supposed to use the target language as much as possible in order that students can contact and use more target language.Therefore,teacher talk has become an important source of language learning for students.In the EFL classroom,the spoken language spoken by teachers is not only the instruction language,but also the target language for students’ language learning,which plays an important role in the classroom organization and teaching.From the perspective of pragmatics,this thesis analyzes the pragmatic functions of classroom discourse in order to explore the common problems of English teachers’ classroom discourse and put forward some reasonable suggestions.According to the subject of the study,The author puts forward the following core questions:(1)Can teachers’ questioning patterns increase students’ language output?(2)Can the existing discourse structure of teachers play their communicative functions?(3)How can teachers’ discourse functions meet the needs of communicative class? It is of great significance to analyze the rationality and validity of teacher’s discourse for the development of language teaching.The author adopts classroom observation method and questionnaire survey method to carry on the empirical research to the teacher’s classroom discourse.By recording and transferring the teaching contents of teachers,we can sort out the structure of teachers’ discourse and analyze the rationality of the structure of teachers’ discourses.The author records the teaching contents of 20 class hours,focuses on the dialogue and communication between teachers and students,statistically analyzes the question-answer model and discourse structure,as well as the opportunity of questioning,the content of the question and the feedback after the question,and so on.At the same time,the author distributes questionnaires to students and teachers in three classes,ask them to finish the designed items.The questionnaire examines the teacher’s teaching mode and classroom discourse quality from the side,and to analyze the rationality of classroom discourse structure and its functions from the perspective of teachers and students.This thesis,from the perspective of pragmatics,combines the theory of discourse analysis,speech act theory and the basic discourse structure of Birmingham School(IRF Structure)as the theoretical basis for examining the effectiveness of classroom discourse.At the same time,from the quantitative study to the qualitative study to examine the practical function of classroom discourse use.Through the conclusion,the author provides feasible suggestions for improving the quality of English teaching.Through the long-term observation of teacher talk in junior middle school English classroom,the author finds that there are some common problems in classroom discourse: teachers ignore the actual function of classroom discourse and use classroom discourse mechanically.Teachers’ discourse is dominant in classroom discourse,the amount of student discourse is less,and the structure of teacher’s discourse is incomplete,which results in the fragmentation of students’ language learning.Teacher talk plays an important role in organizing classroom teaching,thus the analysis of classroom discourse should be the focus of research.After the natural research,the author proposed the reasonable suggestions that directed against the problem of classroom discourse.Teachers should adjust the discourse structure reasonably,avoid the zero feedback discourse structure,increase the interaction exchange as far as possible,and improve the students’ speaking quantity.Teachers should set up a balanced questioning mode and increase the proportion of referential questions,which improves the enthusiasm of students to participate in the classroom.