| As an indispensable part of teachers? behavior,teacher talk plays a crucial role in English classroom teaching.English teachers not only organize the classroom but also promote students? English language acquisition through teacher talk.He Anping（2001）points out that English teachers? classroom language directly affects the quality of education.The study on classroom teacher talk is one of the fundamental ways to study the effects of classroom teaching（Kraker,2000）,so it has been the increasingly major concern of linguists at home and abroad in recent years.They mainly focus on the quantity,feedback,question,instruction,and so on.However,fewer studies have focused on the effects of interpersonal meaning in senior middle school English teachers? discourse.Based on appraisal theory,this study analyzes the distribution of appraisal resources in teacher talk and investigates the role and functions of appraisal resources.Specifically,this study examines the following questions:（1）What are the overall distribution characteristics of appraisal resources in senior middle school English teacher talk?（2）Are there some similarities in appraisal resources of teacher talk between two kinds of teachers? If so,in which aspects,and if not,why?Through 12-week classroom observation,the study selects 12 lessons to explore novice and experienced teachers? discourse.The results show:（1）Both novice and experienced teachers? discourse contains rich appraisal resources distributed on all three subsystems.For novice teachers,the attitudinal resources are the most;engagement resources are the second,and graduation resources are the third.For experienced teachers,attitudinal resources are also the most,but the second is graduation resources.Still,the number of appraisal resources in experienced teachers?discourse is more than that in novice teachers.Specifically,（2）in terms of attitudinal resources,both have fewer affect resources,and for novice teachers,judgement resources are the most,while for experienced teachers,appreciation resources are the greatest.All tend to use positive attitudinal resources.In the engagement resources,both novice and experienced teachers have more dialogic expansion resources than dialogic contraction resources in their discourse.In the graduation resources,they use more force resources than focus resources.This study shows that the application of appraisal resources in teaching is conducive to establishing harmonious interpersonal relationships,which helps stimulate students? interest in English learning and create a good classroom atmosphere.However,the distribution and analysis of teacher interviews show novice teachers are deficient in such areas as assessment awareness,based on which this study provides two suggestions.First,novice teachers should have a good command of appraisal theory to promote the interpersonal relationship between teachers and students.Second,teachers should make good use of positive appraisal resources to improve their awareness and ways of evaluation.This study offers a new perspective on teacher talk in senior middle school and also provides some implication for novice teachers to make reasonable use of appraisal resources to create good interpersonal relationships and promote students?English learning through arousing their interest for learning. |
