An Analysis Of English Teachers’ Talk In Junior Middle School From The Perspective Of Interpersonal Meaning

English teaching is not only a science,but also an art,and teacher talk,as an important means for teachers in the process of imparting knowledge,has naturally become an important form of this art.Not only is it used as a tool for teachers to carry out classroom activities,but also the direct and core resources for students in the target language input process.The interpersonal meaning of teacher talk can reflect teachers’ role,status,attitude and judgment of things.Therefore,analyzing teacher talk in detail and exploring the interpersonal meaning of teacher talk in junior middle school English classroom are of great significance for establishing an equal and harmonious interactive relationship between teachers and students and creating a good English learning atmosphere.This study focuses on “how to improve teacher talk in junior middle school English classroom under the guidance of Interpersonal Meaning Theory?” This question can be divided into the following three sub questions:(1)how to establish the analytic dimension of teacher talk in junior middle school English classroom based on Interpersonal Meaning Theory?(2)Based on the analytic dimension,what are the similarities and differences about the forms and distributions of teacher talk from novice teachers and experienced teachers in junior middle school English classroom? What are the similarities and differences of the reflected interpersonal meaning?(3)Aiming at the improvement of teacher-student interaction,what are the improvement strategies of teacher talk in junior middle school English classroom? This study expands the application of Interpersonal Meaning Theory in junior middle school English teaching,and constructs an analytical framework of teacher talk from this perspective.Using the combination of quantitative analysis and qualitative analysis,this paper compares the specific use of mood,modality and person system in teacher talk of experienced teachers and novice teachers,and discusses the role of different vocabulary and grammatical forms in realizing the interpersonal meaning of teacher talk,so as to reveal the interactive relationship between teachers and students in junior middle school English classroom.According to the comparative analysis results of the two types of teachers,this paper puts forward the corresponding improvement strategies of teacher talk,so as to improve teachers’ self-cultivation,improve the quality of their teacher talk,promote mutual understanding and communication between teachers and students,create an equal and harmonious classroom atmosphere,and achieve good teaching and learning results.The main conclusions of this study are as follows: In terms of mood system,both types of teachers tend to use a large number of declarative mood to act as a provider of information.The second is the interrogative mood,which tests the learners’ mastery of the teaching content,mobilizes the students’ thinking ability and acts as a helper of students’ learning process.The imperative mood that can reflect teachers’ role as the leader or organizer in the classroom is rarely used.Novice teachers use more declarative mood and imperative mood,which reflects their large amount of unilateral language input to students.In terms of modality system,among the two types of teachers,medium-low value modal expression accounts for the highest proportion,while high value expression is less,which reflects teachers’ respect and politeness for students,weakens teachers’ authority,and expresses teachers’ hope of establishing an equal relationship between teachers and students.However,novice teachers use high-value expressions more frequently than experienced teachers,and the language form is slightly poor,which reflects that the negotiability between teachers and learners in the process of classroom interaction is relatively weak.In terms of person system,the two types of teachers mostly use second-person pronouns and first-person plural pronouns.The use of the former can attract students’ attention and improve students’ classroom participation,and the latter can establish a closer relationship between teachers and students.Among them,experienced teachers use two kinds of personal pronouns more frequently than novice teachers,reflecting their efforts to pursue equal teacher-student relationship.This study proves the effectiveness of Systemic Functional Linguistics in exploring the interpersonal meaning of teacher talk.At the same time,it also shows that different choices of teacher talk will express different interpersonal meaning,which will have a decisive impact on the interaction between teachers and students and the effect of teaching.It is hoped that this study can provide an objective basis for improving the relationship between teachers and students in English classroom and the quality of teachers talk,and provide a new perspective for the study of the interpersonal meaning of teachers talk in the future.