Reflection And Suggestions Of The Teacher Talk In Senior High School English Classroom From The Perspective Of Interpersonal Meaning Theory

The level of teachers' discourse plays a crucial role in cultivating students' interest,enhancing students' initiative,improving learning effects in senior high English learning,and the research of teachers' discourse ability received much concern from domestic and foreign experts and scholars for years.However,both the domestic and foreign studies have illustrate that the empirical research mainly stays on the level of general description and document collection,ignores the practical application of teachers' discourse ability in English classroom.This paper aims to study the interpersonal meaning of teacher's discourse in senior high English classroom from the perspective of interpersonal meaning theory,to explore the current issues of teachers' discourse based on the emotional needs and emotional education correlation theory of senior high students.And what's more,the thesis puts forward some effective,decent suggestions to improve the quality of teacher's discourse after a comprehensive reflection,attempts to help English teachers improve their professional qualities for better teaching effects.The paper is based on the interpersonal meaning in Systemic Functional Grammar theory developed by Halliday,which maintains that human language refers to meaningful activities for a social man,indicating his/her judgment and estimation about the possibility of things and the frequency of representation,or the reflection of social status and relationship between the speaker and the hearer.The research questions of this paper include the following aspects:(1)What is the current situation of high school English teachers' discourse in terms of satisfying students' emotional needs and contributing to build a democratic teacher-student relationship?(2)How will correct reflections be made on the targeted situation of English teachers' discourse development?(3)What effective strategies can be proposed to improve teachers' discourse under the guidance of interpersonal meaning theory?The quantitative and qualitative method has been adopted in this thesis.In the classroom observation,the author intends to introduce some teaching videos of model classes as the comparison and the reference object in the data analysis process.Through comparative analysis,the author has found that the speech act and the performance of teachers have deviated from the inner expectations of students,and it is still necessaryto give them more positive emotional drive in the teaching process.Moreover,there is a certain distance to meet their emotional needs and to promote the construction of harmonious relationship between teachers and students in terms of the distribution of the mood structure,the selection of modal values and the use of personal pronouns in teachers' classroom discourse.Specifically,the common problems include monotonous mood structure,low frequency of negotiation interrogative sentences,and excessive use of bold imperative orders.Besides,the use of high value modal expressions is three times compared with the model classes,and the use of personal pronouns can easily lead to the emotional confrontation between teachers and students.According to these problems,the author has made a reflection on teachers' discourse from the perspective of interpersonal meaning theory,and put forward some specific suggestions to improve the quality of teachers' discourse in senior high school,like maintaining the variety and appropriateness of mood;paying attention to the value of modal verbs,using modalities of medium or low value instead of high value;choosing more effective pronouns according to the classroom context;using the multi-dimensional politeness strategies,establishing harmonious relationship between teachers and students;using the encouraging language strategies,pay attention to the classroom communicative feedback;improving the emotional communication and interaction according to the students' emotional needs.Ultimately,this study has both theoretical and practical value.From the theoretical perspective,the author has revealed the interpersonal meaning of teachers' discourse by using functional linguistic theory,illustrated the profound and guiding significance of integrating functional linguistics into foreign language teaching practice.Meanwhile,it's also a beneficial exploration in the educational field by considering students' emotional needs as the basis of teachers' discourse promotion.At the practical level,for the teachers and teacher educators,this study invites speculation and interest about their classroom discourse level,appeals to the English educators to build a harmonious,lively,and relaxing learning environment,to create a good relationship between teachers and students of tomorrow.