A Study On Senior High School English Teacher Interactional Metadiscourse

Metadiscourse is a common linguistic phenomenon both in everyday communication and classroom teaching.Previous studies of metadiscourse mainly focus on written discourse,and the main perspectives are functional,cognitive,pragmatics,rhetoric,philosophy,and so on.But there are few studies on teacher classroom metadiscourse from the Communicative Action Theory perspective.Therefore,to explore the interactional metadiscourse used by senior high school English teachers,this study integrates Communicative Action Theory with the interpersonal classification model of Hyland(2005)and constructs an interpersonalcommunicative analytical framework.This study intends to study two questions:(1)What interactional metadiscourse markers do the teachers use? And what are their frequency distribution characteristics?(2)What are the universal validity claims of the interactional metadiscourse markers in the classroom? And what are their pragmatic functions?This study selects ten lessons from the 10 th National Senior High School English Observation Video for transliteration,builds a small closed corpus,and marks through Ant Conc3.5.8w retrieval and manual identification.Combining the quantitative research method with the qualitative research method,this study describes the overall and individual frequency distribution characteristics of various interactional metadiscourse markers,and discusses the universal validity claims and pragmatic functions of various interactional metadiscourse markers.The study finds all five kinds of interactional metadiscourse markers are used in senior high school English teacher classroom discourse.But the frequency distribution is different,among which engagement markers are the most frequently used,followed by self-mentions.Attitude markers are the third,followed by hedges,and boosters are the lowest.All kinds of interactional metadiscourse markers meet the universal validity claims in whole or part of Communicative Action Theory,and they each have their special pragmatic functions to help teachers and students interact well and fulfill teaching tasks effectively.