A Research On The Teacher-student Relationship Based On Teachers’ Discourse In Middle School English Teaching

With the development of the new curriculum reform,the concept of students as the main body in teaching is gradually permeated into education in China.The learning mode of students will also be changed from accepting to cooperative learning,from single teaching mode to interactive learning mode.Middle school English as a language subject requires higher interaction in English teaching.The use of teachers’ classroom discourse is related to students’ acceptance of the English knowledge;the quality of communication between teachers and students influences students’ needs,and it will affect students’ learning interest.In this paper,the author uses the interpersonal function of Halliday as a framework,from the perspective of mood,modality,person and intonation,analyzes the current problems in middle school English class,by using teachers’ discourse strategy to better the relationship between teachers and students.Teachers are supposed to use diversified tones,proper speed,appropriate modal phrases,proper person and tone,combined with voiceless language features to improve the quality of English teachers’ discourse,to improve the relationship of English teachers and students,thus to improve the efficiency of English teaching in middle school.This study is to enrich the study of English teachers’ discourse in middle schools,and combined with the construction of a harmonious relationship between teachers and students,from the perspective of English linguistics and English teaching,to help middle school English teachers improve their discourse,and finally improve their English teaching.