| Recently with the rapid development of information technology,as a newly pedagogical form,MOOCs has gained attentions from many researchers.However,those researches related to MOOCs rarely refer to teacher talk,which is an important part of teaching and learning and has an indispensable influence on pedagogical effectiveness of MOOCs.From the perspective of Appraisal theory,the thesis will zero in on attitudinal resources in teacher talk of Chinese English MOOCs and American English MOOCs,aiming at putting forward useful proposals for enhancing teaching effectiveness.The thesis employs quantitative and qualitative methods,and selects Chinese English MOOCs from Hunan University and American English MOOCs from Duke University.Research questions of the thesis are following:(1)What are the distributions of attitudinal resources in teacher talk in Chinese English MOOCs and in American English MOOCs?(2)What are the differences and similarities of the attitudinal resources in teacher talk of Chinese English MOOCs and American English MOOCs?(3)What are the reasons that lead to the differences and similarities of teacher talk in Chinese English MOOCs and American English MOOCs?The research mainly obtains the following conclusions: Judgment resources reach the largest proportion while Affect resources cover the smallest percentage in teacher talk of Chinese English MOOCs.While in teacher talk of American English MOOCs,the number of Affect resources is the largest,followed by Judgment resources and Appreciation resources.For Affect,Un/security and dis/satisfactiontake the most important part in teacher talk of Chinese English MOOCs,while dis/inclination covers the majority amount among them in American English MOOCS.For Judgment resources both in teacher talk of Chinese English MOOCS and American English MOOCS,the Capacity resources cover the majority amount of the five sub-categories,which is followed Propriety.The Valuation resources cover the largest proportion of the three sub-categories in Appreciation resources in teacher talk of both Chinese English MOOCs and American English MOOCS.The main reason causing similar distribution of attitudinal resources is the similar teaching topic of two MOOCs.While the main reason resulting in different distribution of attitudinal resources is that large difference exists in culture background between China and America.Another reason is that Chinese teacher loses light of applying attitudinal resources reasonably due to the late development of Chinese MOOCs system.The research implies that Appraisal theory can be applied to analyze teacher talk in English MOOCs.Besides,the author finds that classroom can be more entertaining by selecting appropriate attitudinal resources,which depends on the topic of the course.What’s more,it is beneficial to construct harmonious interpersonal relation in classroom. |
