本文是一篇英语毕业论文，本研究选取了2名新手教师和2名熟手教师为研究对象，并对收集到的两类教师的课堂话语进行转写、分类和统计后，从四个系统进行对比分析：语气系统、情态系统、呼语系统和人称系统。
Chapter One Introduction
1.1 Research Background
The English Language Curriculum Standards for Compulsory Education(2022Edition)points out that English learning and cultural input of junior middle schoolstudents are the key links in the development of foreign language quality.Teachersshould adjust the design and arrangement of teaching activities in time according to theemotional needs of students and the needs of future development such as furthereducation and employment.According to the characteristics of students’psychologicaldevelopment,the teaching concept,teaching methods and interactive classroomcommunication mode are adjusted.Teachers should adopt exploratory,cooperative andinteractive teaching strategies,actively change the role of the teacher in traditionalclassroom teaching,pay attention to the interpersonal meanings conveyed by differentmodes of expression,create an active teaching atmosphere,and promote the constructionof a democratic teacher-student interactive relationship.Teacher talk is one of theimportant channels for realizing interpersonal meaning in English teaching,and differentchoices of teacher talk will convey different interpersonal meanings,thus affecting theinteractive effect and classroom atmosphere to some extent.It also affects theimplementation of classroom activities,thus affecting the teaching effect and quality.
In daily communication,our use of language goes beyond mere informationexchange to also include the expression of attitudes and judgments,both consciously andunconsciously.This ability to convey similar attitudes allows individuals to form andstrengthen connections,highlighting language’s crucial role in building and sustainingboth social and personal bonds,known as its interpersonal function.With the deepeningof this theory,it has been widely used in various discourse analysis and has become auniversal analytical framework.However,there are relatively few studies on teacher talk.
1.2 Research Purpose and Significance
This paper studies the teacher-student relationship from the interpersonal function,and explores the interpersonal function of the classroom discourse of novice andexperienced English teachers.This is different from the traditional viewpoint ofpedagogy or verbal communication.Through reading the literature,it is found thatexisting domestic and international studies,many scholars are committed to the study ofthe linguistic characteristics of teacher talk,while ignoring the study of interpersonalfunction.Comparative research on the discourse of novice and experienced junior middleschool English teachers,especially from the interpersonal function perspective,is quitelimited.Therefore,this paper takes the interpersonal function theory as the basis andapplies it to analyze teacher talk,which provides a new perspective for the study ofmiddle school English teachers’classroom discourse and enriches the previous researchresults.
Teacher talk runs through teaching,and the effectiveness of the classroom is largelydetermined by the effectiveness of teacher talk.Therefore,the study of teacher talk isvery necessary.Language is a tool for social communication,which carries out variousfunctions.According to Halliday(2008),language,as a means of meaningful humanactivity,reflects the relationship between people.Therefore,based on the theory ofinterpersonal function,this study analyzes the interpersonal meaning of teacher talk fromthe quality of their speech by taking mood,modality,address,and person as the basis formeasuring the appropriateness of teacher talk and discovering the problems.
Chapter Two Literature Review
2.1 Definition
2.1.1 English Teachers’Classroom Discourse
“Discourse”typically meant specific examples of communication throughlanguage(Johnstone,2008).It encompassed all forms of conversation within a classroom,both from students and teachers.Teacher discourse was the instructional andnon-instructional language used by teachers in the classroom,including the languageused by teachers to teach knowledge,but also referred to the prompts,directives,questions,and feedback used by teachers in the classroom.As Komori-Glatz&Smit(2022)pointed out,there must be information gap between teachers and students,soteachers were needed to explain and provide information to students in English class.According to Ellis(1994),the main adjustments teachers made to language were in thefollowing areas:speed,pauses,pronunciation,vocabulary,grammar,repetition,and cues.All of these adjustments were made to make it less difficult for learners to betterunderstand the teacher’s message.In English classrooms,teacher discourse involved thelanguage teachers used for organizing and conducting lessons,primarily focusing onEnglish but also incorporating the native language(Cheng Xiaotang,2009).The teachertalk mentioned in this paper refers to“middle school English teachers’classroomdiscourse”.
2.2 Previous Study on the Application ofInterpersonal Meaning in Teacher Talk Abroad
Teacher talk,a crucial aspect of teacher’behaviors,significantly impacts theteaching environment.Since its recognition,numerous scholars worldwide have exploredthis concept from various angles.Extensive research has linked teacher talk to teachingcontents like feedback(Chaudron,1977),questioning techniques(Long&Sato,1983;Brock,1986;Nunan,1987),and speech modifications(Chaudron,1983).These studiesreveal that teacher talk plays a vital role in enhancing students’understanding,engagement,and participation,ultimately affecting their acquisition of a second language.Researchers like Seedhouse(2004)and Robinson(2006)have studied the characteristicsof dialogues between teachers and students,including turn-taking and how modificationsin teacher talk can boost student engagement in the classroom.
Teacher talk,a crucial aspect of teacher’behaviors,significantly impacts theteaching environment.Since its recognition,numerous scholars worldwide have exploredthis concept from various angles.Extensive research has linked teacher talk to teachingcontents like feedback(Chaudron,1977),questioning techniques(Long&Sato,1983;Brock,1986;Nunan,1987),and speech modifications(Chaudron,1983).These studiesreveal that teacher talk plays a vital role in enhancing students’understanding,engagement,and participation,ultimately affecting their acquisition of a second language.Researchers like Seedhouse(2004)and Robinson(2006)have studied the characteristicsof dialogues between teachers and students,including turn-taking and how modificationsin teacher talk can boost student engagement in the classroom.
Chapter Three Theoretical Framework......................11
3.1 An Overview of Systemic Functional Grammar.....................11
3.2 Discourse Interpersonal Function...........................12
Chapter Four Research Design.....................................20
4.1 Research Questions...................................20
4.2 Research Subjects...........................20
Chapter Five A Comparison between Teacher Talk of Novice and ExperiencedTeachers in Junior Middle School English Classes from the Perspective ofInterpersonal Function.....................24
5.1 A Comparative Analysis on Mood System between Novice and ExperiencedTeacher Talk............................24
5.2 A Comparative Analysis on Modality System between Novice and ExperiencedTeacher Talk......................38
Chapter Five A Comparison betweenTeacher Talk of Novice and ExperiencedTeachers in Junior Middle School EnglishClasses from the Perspective ofInterpersonal Function
5.1 A Comparative Analysis on Mood Systembetween Novice and Experienced Teacher Talk
Mood system primarily facilitates the expression of interpersonal functions,withvarious mood structures significantly indicating distinct speech roles and functions.Within teacher discourse,declarative,interrogative,and imperative moods are mostcommon,manifesting as declarative,interrogative,and imperative sentences,respectively.Their distribution is shown in table 5-1.
Chapter Six Conclusion
6.1 Major Findings
Firstly,the study shows that in the mood system,both types of teachers are good atusing declarative mood,which shows that teachers provide more information in class andreflect the guidance of teacher talk.Novice teachers use interrogative mood to ask aboutteaching content more than experienced teachers,which indicates that they are seekingmore classroom feedback to verify their teaching effect and students’understanding.Both novice and experienced teachers seldom use imperative mood,but the proportion ofnovice teachers is still slightly higher than that of experienced teachers,which shows thatnovice teachers rely more on direct instructions in establishing and controlling classroomorder.
Secondly,in the modality system,both novice and experienced teachers tend to usemiddle and low-value modality words,which reflects that they avoid overemphasizingtheir authority in the teaching process,thus creating a peaceful teacher image.However,compared with experienced teachers,novice teachers have slightly increased thefrequency of using high-value modality words.This may indicate that novice teachersmay take a tougher attitude to ensure the rigor of teaching due to their lack of teachingexperience and unfamiliarity with the new curriculum standards.
Thirdly,in the address system,experienced teachers use informal addresses toaddress students more frequently,aiming at shortening the distance with students andcreating a more relaxed and friendly learning environment.On the contrary,noviceteachers tend to use formal address forms.
reference(omitted)