On Teachers' Subjective Position in Middle School English Teaching from the Perspective of Pragmatics

Abstract

Pragmatics theory holds that middle school English teaching is a dynamic process. It is a process in which students exchange information through written, reading and other means, and ultimately achieve understanding, increase knowledge and improve their ability in understanding. Undoubtedly, students' understanding is the ultimate goal of English teaching. At the same time, the theory of pragmatics also holds that compared with general pragmatic communication, English teaching in middle schools has both the same side and its special side. The special point is that English teaching in middle schools is a standardized activity. It has not only quantitative indicators, certain procedures and inherent rules, but also definite textbooks and full-time teachers. Students' acceptance and understanding are often not carried out directly by themselves, but under the guidance of teachers and through learning, training and other means. Between the students and authors of the textbooks, teachers should work, connect and communicate for bridges. Therefore, from the perspective of pragmatics, it is necessary to clarify the teacher's subjectivity in middle school English teaching.