An Investigation On The Classroom Discourse Of High School English Teachers And The Construction Of Harmonious Teacher-student Relationship

Teachers’ classroom discourse is an important means for teachers to implement classroom teaching.English teachers’ appropriate classroom discourse carries the functions of transferring knowledge,answering questions,communicating and interacting.The classroom discourse of middle school English teachers plays an important role in the cultivation of students’ learning interest and initiative as well as the improvement of learning efficiency.In recent years,the research in this field has been widely concerned by experts and scholars at home and abroad.On the basis of the existing research,this paper takes Halliday’s interpersonal function theory as the theoretical framework,which holds that one of the functions of discourse is that the speaker uses language to establish and maintain interpersonal relationships,express his attitude and inference to others,and try to influence other people’s attitudes and behaviors.It can also reflect the social status of the speaker and listener.At the same time,through questionnaire survey method,interview method and classroom observation method,and using quantitative and qualitative research methods,the author sorts out and analyzes the classroom discourse of high school English teachers from three perspectives of mood,modality and personal pronouns,aiming to explore the role of classroom discourse of high school English teachers in the construction of harmonious teacher-student relationship.In addition,the author puts forward some suggestions to build a harmonious teacher-student relationship under the guidance of interpersonal function theory to maximize classroom teaching efficiency.In this study,four English teachers and the students from four classes of senior one and four classes of senior two are randomly selected from Yichang high school of science and technology as the research object.By investigating and analyzing the current situation of classroom discourse of high school English teachers,the author studies the influence of middle school English teachers’ discourse on the construction of harmonious teacher-student relationship based on interpersonal function theory.Through collation and analysis,the author finds that there is a certain deviation between teachers’ classroom discourse and students’ inner expectation discourse.In the teaching process,English teachers need to leave students with more positive emotional experience and impression.In addition,there is still some distance between the current teacher discourse and the teacher discourse that can promote the construction of harmonious teacher-student relationship in the mood system,modality and the use and distribution of personal pronouns.For example,in the mood system,the role of declarative mood is single,the expression of high-value modal is more,and the use of personal pronouns can easily lead to the emotional confrontation between teachers and students.In order to establish a more harmonious relationship between English teachers and students in high school and improve the efficiency of English classroom teaching,this paper puts forward the ways to improve the quality of English teachers’ discourse by using diversified mood,strengthening the use of middle and low value modal words,skillfully using personal pronouns and adjusting classroom discourse according to context.