A Positive Discourse Analysis Of Teachers' Classroom Discource For English Majors Based On The Appraisal Theory

Teachers' classroom discourse is not only a medium,but also a way of teachers' classroom behavior.Teachers' discourse in second language classroom is an important tool for the input of second language and the main source of second language input.Therefore,the importance of teachers' classroom discourse in the classroom is obvious.Based on the appraisal theory,the thesis makes a positive discourse analysis of teachers' classroom discourse,analyzes the features about the distribution of “attitude”,“engagement” and “graduation” in teachers' discourse in English classroom,analyzes how teachers establish a friendly relationship with students through the positive emotions reflected by the expressions of attitude,engagement and graduation resources to promote students' learning;finally,it tries to explore the influence of teachers' discourse on students' learning.Through classroom observation,the recordings of eight English teachers' classroom discourses have been collected and transcribed,and the study annotates and counts the recordings with UAM Corpus Toll.The distribution characteristics of the three subsystems of appraisal theory have been obtained in teachers' classroom discourse.Besides,the corpus has been analyzed in details,and the thesis analyzes how the teachers use the appraisal resources to construct the friendly relationship between teachers and students,and to promote the students' learning.Finally,the effects of teachers' classroom discourse on the students' learning has been explored through questionnaires.The following conclusions could be drawn:In teachers' classroom discourse,the expressions of attitude resource take up the largest proportion,which is followed by the engagement resource,and the last is the graduation resource.In the distribution of attitude resources,teachers use appreciation resource most,and then judgment resource,and finally affect resource.In the distribution of engagement resource,the use of dialogue expansion resource is much more than that of dialogue contraction resource.In the graduation resource,the distribution of force resource occupies the first place.In the attitude subsystem,when teachers share their emotional attitudes with students,they use positive emotional resources to express themselves,and when evaluating students ‘classroom performance,they use more evaluation resources to encourage students.When expressing their appreciation of student's ability and behavior,it is often used for appreciating resources.In the engagement subsystem,teachers use more dialogic expansion resources to give students more space to express their views.On the other hand,they also show their professionalism by employing dialogic contraction and hope to be respected by students.In graduation subsystem,teachers often appreciate students' classroom performance and abilities with expressions of intensification.The expression of attitude resource in teachers' classroom discourse and the expression of force resource in graduation system are all conducive to the construction of a friendly teacher-student relationship as well as the promotion of students' learning.For the engagement system,the use of dialogic expansion resource is also beneficial for the promotion of students' learning,and some students think that the use of resource of dialogic contraction is good for their learning,yet some students hold the opposite attitude.