A Study Of Teacher-student Relationship In Junior Middle School English Teachers' Classroom Discourse From The Perspective Of Critical Discourse Analysis

English teachers' classroom discourse as an important medium in English teaching is to help students construct knowledge,and organize classroom activities.Besides,it is one of the methods of language input for students.Since the 1950 s,different scholars at home and abroad have studied linguistic features,discourse functions and conversational principles of English teachers' classroom discourse from the different perspectives.In recent years,some scholars have paid attention to the connection between teachers' classroom discourse and teacher-student relationship.For example discourse amount,speaking turn-taking and discourse hegemony of junior middle school English teachers are studied.However,most of the researches focus on quantitative researches,and research participants are mainly concentrated on college English teachers and high school English teachers.There are few researches on teachers' classroom discourse and teacher-student relationship in junior middle school English teachers.Based on this,this study conducts a qualitative research on classroom discourse of eight junior middle school English teachers from the perspective of Critical Discourse Analysis to analyze the connection between teachers' classroom discourse and teacher-student relationship.More specifically,it mainly discusses the following two questions:(1)What linguistic features of English teachers' classroom discourse can reflect English teachers' power?(2)How does the English teachers' power which is reflected from English teachers' classroom discourse conform to the teacher-student relationship advocated by the English Curriculum Standard(2017)?This study choose eight junior middle school English teachers in Guangzhou as research participants.It collects data through classroom observation and making recordings.And after observing classroom teaching,eight English teachers are invited to participate in structured and unstructured interviews and some students are invited to participate in do a questionnaire.Finally,eight classroom recordings are eventually transcribed and analyzed.The following results are obtained:(1)High-value modal verbs and median modal verbs are used to indicate teachers' power.(2)In personalpronouns,the frequency of exclusive personal pronouns is obviously higher than the frequency of inclusive personal pronouns,indicating that teachers are not in a more equal teacher-student view;(3)In speaking turn-taking,it indicates that teachers control the main power to speak,and students have less discourse power;(4)In the classroom,teachers express dissatisfaction and other face threat behavior,and this situation is generally irreversible,which can also reflect that the status of teachers is higher than students;(5)From the results of questionnaire and interviews,when teachers take above discourse strategies,students feel the distance with teachers and think there is unequal teacher-student relationship;(6)To an extent,it also has equal teacher-student relationship in junior middle school English classroom.This study analyzes teachers' power of junior middle school English teachers from multi-dimensional perspective,aiming to provide constructive suggestions for junior middle school English teachers to establish equal teacher-student relationship.In addition,it has valuable reference to the application of Critical Discourse Analysis in the researches of teachers' discourse.