An Analysis Of Modality In Teacher Talk In English Postgraduate Classes

This thesis analyzes modality and its interpersonal function in teacher talk in English postgraduate classes, using the audio recording transcripts of seven courses in two English postgraduate majors:Foreign Linguistics and Applied Linguistics, and English Language and Literature. In the framework of Halliday’s systemic-functional linguistics, the data have been discussed from the following aspects:the classification, orientation, value of modal expressions in the system of modality. Accordingly, four findings can be summarized from the collected teacher talk. Firstly, four major kinds of modal expressions are employed in the data:modal operators, modal adjuncts, interpersonal metaphors, and expansion of predictor. The teachers adopt modal operators and modal adjuncts more frequently than the others. Secondly, the cases of modalization outnumber the cases of modulation greatly. Thirdly, although all four kinds of orientation have appeared in the transcripts, implicit expressions are used more often than explicit ones. Fourthly, the number of low-value and median-value modal expressions is much larger than it of high-value ones.Based on the findings, it can be concluded that, primarily, teachers are aware of their power, higher status, and authority in class. Also, they take their responsibilities in imparting knowledge and therefore concern about the information of teaching contents. Then, the teachers tend to employ low-value and median-value expressions and implicit orientation realizations. In doing so, they lower their superior status, weaken the pressure, and avoid enforceable sentence structures, so as to provide students opportunities to exercise target language and build a harmonious class atmosphere and an equitable teachers-students relationship.