英语论文网

Chapter Four Methodology .............................. 28

4.1 General Research Design ................................... 28

4.2 Research Materials and Participants ............................... 29

Chapter Five Results and Discussion ......................... 38

5.1 Mood in Teacher Talk ................................ 38

5.1.1 Distribution of Mood in Teacher Talk .......................... 38

5.1.2 Interpersonal Meaning of Mood in Teacher Talk ....................... 40

Chapter Five Results and Discussion

5.1 Mood in Teacher Talk

5.1.1 Distribution of Mood in Teacher Talk

Generally speaking,speech functions and speech roles can be reflected by thechoice of Mood system in TT.In Halliday’s SFL,mood structure is mainly dividedinto the declarative mood,the interrogative mood and the imperative mood.In thisstudy,transcripts of the videos or audio of 10 English lessons were qualitativelyanalyzed.The mood types of the transcribed text were coded and marked.And thenquantitative analysis on the amount of each mood type in TT was conducted.Generally speaking,the statistical data in terms of mood types of the 10 lessons isshown in Table 5-1 below.

Chapter Six Conclusion

6.1 Major Findings

Based on the Interpersonal Function Theory of Systematic Functional Linguistics,studying from the aspects of Mood,Modality and Personal Pronouns,this paperadopts qualitative and quantitative methods to analyze the TT of the 5 lessons fromEnglish Demonstration Classes and the TT in 5 lessons from English Normal Classesin junior middle school.According to the results of the analysis of discoursetranscripts and the results of the analysis of questionnaire data,major findings can beconcluded as follows:

Firstly,in terms of the distribution of Mood,teachers mainly achieve the speechfunction of providing information through the declarative mood,interact with studentsin the classroom through the interrogative mood,convey commands and maintain theteacher’s position of authority through the imperative mood.In both the EnglishDemonstration Classes and the English Normal Classes,the TT is dominated by thedeclarative mood,followed by the interrogative mood,and finally by the imperativemood.The interrogative mood in TT of the English Demonstration Classes takes upmore than that of the English Normal Classes,and so teachers in the EnglishDemonstration Classes pay more attention to the teacher-student interaction in class.The imperative mood in TT of the English Demonstration Classes is less than that ofthe English Normal Classes,and so teachers in the English Demonstration Classespay more attention to minimizing the authority status of their own and creating aharmonious classroom atmosphere.Students’preference towards the Mood in TT mayhave interacted with each mood type which shares a positive relationship among them.They recognize the interrogative mood the most,followed by the declarative mood,and show the lowest expectation for the imperative mood.Generally speaking,students expect more interaction between the teacher and students,rather than justsimply listening to the teacher’s explanation or being asked to complete t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。