A Study On The Application Of Appraisal Theory In Junior Middle School English Teachers’ Classroom Discourse

Teachers’ classroom discourse,an important field of discourse analysis,has been the hot topic for researchers at home and abroad.Teachers’ discourse,as the main part of classroom discourse,is paid more attention to by many scholars.Recent studies show that relevant studies at home and abroad seldom involve the application of appraisal theory in junior middle school English teachers’ classroom discourse.In view of this,this thesis mainly focuses on the attitude and graduation resources in junior middle school English teachers’ classroom discourse from the perspective of the appraisal theory in order to explore the role of appraisal theory in enhancing a harmonious relationship between teachers and students.Based on these,this thesis intends to answer the following two questions:(1)What are the features and distribution of attitude resources and graduation resources in junior middle school English teachers’ classroom discourse?(2)How can teachers enhance a harmonious relationship with students through attitude and graduation resources?From appraisal theory,this thesis adopts the method of combining quantitative analysis with qualitative analysis to analyse junior middle school English teachers’ classroom discourse.Two classes of Yangshan Middle School in Xinyang city are chosen as the research objects to carry out teaching experiments.Five lessons are randomly selected from the corpus for analysis.The number of appraisal resources involved in junior middle school English teacher’s classroom discourse is counted and then the features and distribution of attitude system and graduation system are summarized.Finally,the questionnaire is used to explore the role of appraisal resources in junior middle school English teachers’ classroom discourse,and how teachers can enhance a harmonious relationship between teachers and students through attitude and graduation resources will be analyzed.The results show that in junior middle school English teachers’ classroom discourse the attitude resources take up the largest proportion,which is followed by graduation resources.In the distribution of attitude resources,appreciation resources occupy the most proportion.And then judgement resources occupy the second place,while affect resources occupy the least proportion.In graduation resources,force resources occupy the first place and then focus resources.Secondly,in junior middle school English teacher’s classroom discourse,teachers adopt appraisal theory to enhance a harmonious relationship with students.In the attitude subsystem,teachers should adopt more appraisal resources to encourage students and stimulate students to participate in the classroom.In the meantime,teachers can adopt more appreciation resources to express their appreciation of students’ abilities and behaviors.In the graduation subsystem,teachers can adopt emotional expressions and definite evaluation to motivate students.