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.

Caizhuan Li. On Teachers' Subjective Position in Middle School English Teaching from the Perspective of Pragmatics. Frontiers in Educational Research (2021) Vol. 4, Issue 2: 95-98. https://doi.org/10.25236/FER.2021.040220.

[1] Anson D W J. 2016. Creating Subjects: The Language of the Stage 6 English Syllabus.[J]. English in Australia, 51.

[2] Chappell D , Chappell S , Margolis E. 2011. School as Ceremony and Ritual: How Photography Illuminates Performances of Ideological Transfer.[J]. Qualitative Inquiry, 17(1):56-73.

[3] Chang F R. 2016. Taiwanese University Students' Attitudes to Non-Native Speakers English Teachers.[J]. Teflin Journal A Publication on the Teaching & Learning of English, 27(1):46.

[4] Chapelle C A, Sauro S. 2017. Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics [M] The Handbook of Technology and Second Language Teaching and Learning.

[5] Dundar S. 2015. An Analysis on the Pattern Generalizations of the Turkish Pre-Service Mathematics Teachers That Are Presented in a Different Structure and Presentation.[J]. Central European History, 40(2):429–431.

[6] Donaghue H. 2018. Relational work and identity negotiation in critical post observation teacher feedback [J]. Journal of Pragmatics, 135:101-116.

[7] Goodwyn A , Findlay K. 1999. The Cox Models Revisited: English Teachers' Views of their Subject and the National Curriculum[J]. English in Education, 33(2):19-31.

[8] Javanaud K. 2018. Buddhist Perspectives on Free Will: Agentless Agency? ed. by Rick Repetti (review)[J]. Philosophy East & West, 68(2):633-639.

[9] Lu H, Ma G P, Fang D Y, et al. 2009. Resilient natural language watermarking based on pragmatics[C] IEEE Youth Conference on Information, Computing & Telecommunication.

[10] Minutella. 2012. Secondary English teachers and self-regulated learning: a qualitative study of teachers' attitudes and practices[J]. California State University Northridge.

[11] Mcclure E, Platt E. 2010. The development of the expression of temporality in the written English narratives of monolingual American and bilingual Mexican pupils[J]. World Englishes, 7(2):197-210.

[12] Powell M G. 2012. The Right to Write: Novice English Teachers Write to Explore Their Identities in a Writing Community.[J]. Proquest Llc, 252.

[13] Parret H. 1993. Introduction Aestheticizing Pragmatics[M] The Aesthetics of Communication.

[14] Ravesh, Mahnaz Mahmoudi|Tabrizi, Hossein Heidari. 2017. The Effect of Teaching Interlanguage Pragmatics on Interpretation Ability of Iranian Translation Students.[J]. Advances in Language & Literary Studies, 8(3):44.

[15] Shelley G L. 2010. Technology and Teacher Education: Is Technology Professional Development Meeting the Needs of English Teachers?.[J]. Dissertations & Theses - Gradworks, 263.

[16] Tomakin E. 2015. The Expression of ‘Can’ in Turkish Texts and Teachers’ and Students’ Views of Turkish-English[J]. Anthropologist, 21(1-2):277-290.

[17] Wang W, Gao X A. 2015. “Oh My Gosh! The Expression Is Too Chinese” :Attitudes of University Teachers and Students towards China English[J]. Chinese Journal of Applied Linguistics, 38(4):392-414.

[18] Wong Y. 2014. Influences of teachers' expression of personal viewpoints in liberal studies classrooms on the development of students' independent thinking [J].

[19] YI AN W U. 2010. Code-mixing by English–Chinese bilingual teachers of the People's Republic of China [J]. World Englishes, 4(3):303-317.

[20] Yunus F W, Malik M, Zakaria A. 2012. A Study on the Identity Status of Future English Teachers [J]. Procedia - Social and Behavioral Sciences, 35:146-153.