Application Of Hyland’s Interpersonal Model To Studies On EFL Teachers’ Classroom Meta-discourse

The study on meta-discourse dates back to the late1970s and early1980s. As one of the components of discourse, it has been widely applied in spoken and written language and has aroused great attention in various fields of investigation. This paper, integrating the theory of meta-discourse and EFL classroom teaching, aims to investigate the impacts of meta-discourse on improving teaching quality and raising EFL students’ meta-discourse awareness during the process of English learning. Due to scarce and scant studies on English teaching practice applying meta-discourse theory, the present paper is intended to provide some insights into the said research.This paper begins with an introduction of the background, objective, methodology and framework of the present study. Then it focuses on different definitions and classifications of meta-discourse and gives a comprehensive overview of the theoretical research at home and abroad from six aspects. Based on the theoretical analysis of the prior studies, the paper attempts to establish a framework of meta-discourse markers in EFL classroom by absorbing the essence of Hyland’s interpersonal model and draws the conclusion that meta-discourse markers carry out transactional function and interactional function which may help EFL students increase the applicative and interactive efficiency of English learning.