Analysis On Teaching Presentation Of English Teachers From The Perspective Of Register Theory

Teaching presentation with Chinese characteristics is an emerging original teaching research subject, which has received much attention and vigorously promoted the educational reform and development. At present most of its research focuses are at the theoretical level and emphasizes how to present lessons, but rarely refers to the discourse analysis on the teaching presentation of English teachers. This paper is based on Halliday’s register theory and studies the discourse of teaching presentation by Zijue Han (listening and speaking group) and Qi Jin (comprehensive group), who are the first prize winners in the second "SELEP CUP" National Contest of College English Teaching. The purpose of this study is to explore the impact of three variables (field of discourse, tenor of discourse, and mode of discourse) on teaching presentation and to put forward suggestions for improving English teachers’discourse effectiveness.The study shows:(1) The place and the purpose of presenting teaching plans, as well as the ways and degree of understanding teaching topics will affect the reasonable usage of transitivity system.(2)The role relationship and social status in the teaching presentation will affect the selection for mood and modality system.(3)A lot of connectives are used by English teachers to make cohesion in the discourse, which aims at presenting the teaching contents and steps systematically and by the layers of depth.(4) When presenting the teaching plans, English teachers can improve their discourse effectiveness by the strategies of "To be specific in speech","To be appropriate in tone" and "To be logic in language". In these ways they can present their teaching ideas and design and make the teaching contents well understood.The study has both theoretical significance and practical value.(1) It verifies Halliday’s register theory which mentions that the transitivity system is subject to the field of discourse, that the mood and modality system is subject to the tenor of discourse and that cohesive devices of information structure are subject to the mode of discourse.(2) The presentation discourse with rationality and regularity embodies ideational meanings of language; Presentation discourse with vividness and predictability embodies the interpersonal meanings among teachers, authorities and students. Presentation discourse with logicality and consistency embodies the textual meaning.(3) This study can be a reference for English teachers, who are or will participate in presenting teaching plans, because it will help teachers to present their teaching thought better and increase mutual communications in teaching, hence prompt teachers to refresh their teaching ideas and to reflect their teaching practice. By doing so, teaching presentations will make more sense.