A Contrastive Study Of English Teacher Talk In Senior High School:From The Perspective Of Genre-Based Teaching

Teacher talk is the discourse used by teachers to transfer knowledge,organize classroom activities and interact with students.At present,a lot of researches on teacher talk have done by scholars from various angles,such as teacher talk quantity,teacher’s questioning types,and teacher’s discourse power,etc.However,these studies are limited to the description of teacher talk and seldom analyze it contrastively from the perspective of genre-teaching.Based on attitude system in appraisal theory and genre theory from the Systematic Functional Linguistics,this research intends to explore the appraisal meaning and make a comparative analysis of the similarities and differences of the attitude resources in narrative and expository genre teaching.The data for this study are collected and transcribed from 30 videos of exquisite courses on senior high school English reading in ministerial level,including 15 narrative-based open reading class and 15 expositorybased open reading class.This paper aims to answer the following research questions:(1)What are the similarities and differences of teacher talk in narrative and expository genre teaching in terms of affect resources?(2)What are the similarities and differences of teacher talk in narrative and expository genre teaching in terms of judgement resources?(3)What are the similarities and differences of teacher talk in narrative and expository genre teaching in terms of appreciation resources?Through the data analysis,it is found that there are similarities and differences in the resources of attitude system under the teaching of narrative and expository texts.(1)From the aspect of affect resource,the same point is that teachers use more happiness/unhappiness resources in the lead-in and post-reading parts.The reason is that teachers enliven the classroom atmosphere in the lead-in part and sublimate the theme in the post-reading part;The difference is that teachers use more happiness/unhappiness resources in the while-reading part of narrative genre teaching and inclination/disinclination resources in the while-reading part of expository genre teaching.Narratives contain protagonists’ rich emotional changes,whereas expositions mainly describe objective facts.(2)From the aspect of judgment resource,the similarity is that teachers use more capacity resources in the lead-in and post-reading parts,and more capacity and tenacity resources in the while-reading part when teaching narratives and expositions.It’s because the teachers describe the characteristics of the hero or the person related to the main object of the articles in the lead-in part,analyze the qualities of the main or related characters in the while-reading part,discuss and reflect on the articles in the post-reading part;However,the difference is that tenacity resources account for a certain proportion in the post-reading part of narrative genre teaching,but they are greatly reduced in the post-reading part of expository genre teaching.It is due to the fact that the hero in the narrative has many characteristics,while the reverse is true in the exposition.(3)In terms of appreciation resources,there are basically only similarities shared.Teachers use more reaction resources in both the lead-in and whilereading parts,and more reaction and valuation resources in the post-reading parts.It is because the teachers use the things relevant to the objects in passages or the student is familiar with to make an introduction in the lead-in part,sort through the text,including context,background,and experience in the while-reading part and evaluate what is discussed in the post-reading part.Based on the above findings,this research puts forward some pedagogical implications,hoping to help first-line English teachers make better use of classroom discourse and promote their professional development.