Austin also made a distinction of the per-locution as the third part of a speech act, which is considered as the practical result of the locution。 Whether is speaker’s intention or not, the per-locution is finally caused by the locution。 For example, when Matt say “give me some cash”, it may have any of following per-locution: “Matt ordered Mary to give him the money”, “Mary refused to give him the money”, and “Mary was angry”。 It can be seen that the per-locution refers to the hearer’s reaction。

Philosophers like Austin, Grice, and Searle offered basic insight into this new theory of linguistic communication based on the assumption that “the minimal units of human communication are not linguistic expressions, but rather the performance of certain kinds of acts, such as making statements, asking questions, giving directions, apologizing, thanking, and so on” (Austin 112)。。 Austin defines the performance of uttering words with a consequential purpose as “the performance of a locution act, and the study of utterances thus far and in these respects the study of locutions, or of the full units of speech” (Austin 135)。 These units of speech are not tokens of the symbol or word or sentence but rather units of linguistic communication and it is that the production of the token in the performance of the speech act that constitutes the basic unit of linguistic communication。 These functional units of communication have prepositional or locution meaning, namely, the literal meaning of the utterance, illocutionary meaning, namely, the social function of the utterance, and per-locution force, namely, the effect produced by the utterance in a given context。

Speech Act Theory, a useful instrument in pragmatics, has a powerful explanative force in the functional analysis of language and plays an important role in the interpretation of teachers’ discourse。 In the next chapter, discussions on teachers’ discourse under the speech act theory from the linguistic point of view are stated。

III。 Pragmatic Analysis of Teachers’ Discourse 

Pragmatics is a rather new area in linguistics。 In recent years, pragmatics of linguistic terms is more and frequently employed in all kinds of linguistic papers。 What’s more, the study of pragmatics tends to be more profound and specific。 The scholars of pragmatics are also keen on exploring why interlocutors can successfully converse with another one in a conversation。 A basic idea is that interlocutors obey certain principles in their participation so as to sustain the conversation。 One such principle is the Cooperative Principle which assumes that interactional cooperation in the conversation contributes to the ongoing speech event。 文献综述

3。1 Quantities of Teachers’ Discourse

A successful English class depends on the quality, quantity, effectiveness, intelligibility and appropriateness of the teachers’ discourse。 Consequently an English teacher in teaching should grasp major information firstly from the macro and into the micro to deal with the language expression form。 Importance should be attached to solving the problem of understanding discourse meaning。 Attention of the language teaching should be guided into the use of the language so as to develop the communicative ability of students。

According to the research about the interaction and the cooperation between the students and teachers, the author of this paper collected the quantity of discourse in the following table by make a comparison of the teachers’ discourse and the students’ discourse in the practical English class。 Here are some records for the comparison of five teachers during the 30 minutes English teaching process。

Teacher Total Time（min） Total Discourse 小学英语课堂中教师话语的语用分析(4):http://www.youerw.com/yingyu/lunwen_97985.html